EDF2030

Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

Action research report on child development theories and practice discourses to demonstrate
knowledge of the role of the child's involvement as a learner and participant in pedagogical
practices and curriculum design
As we have just come back from our first placement at Primary School, we have decided to base
our lesson on Literacy with grade 2 students. From what we have both observed, our classes were
learning similar topics within literacy, and were also at similar standards of work.
Whilst observing the students, we were able to pick up on some theoretical concepts, which we
have previously discussed within our own classes. The first theoretical lens we were able to relate
our observations back to was Piagets cognitive-development theory. Although Piagets theory talks
about ages and stages, we were able to see that there was a general truth to that, however, some of
the students observed, were below the expected level for their age. These particular students spoke
English as their second language (ESL).
With the targeted children in mind we started planning a lesson through Vygotskys cultural
historical perspective. We focused on taking the students culture into account for their results and
their struggles with the English language. With this in mind we focused the lesson on the content
not on the way it is presented, written or drawing form. We looked at Veresov and Mackenzies
research (2013) of how drawing can support written acquisition and to use drawing as a form of
meaning making for the ESL students to display their understanding of rhyming words.
According to AusVELS, we have been able to create a lesson plan in the hopes to reach the desired
outcomes for grade two literacy. From the English domain we have incorporated the following
dimensions into our lesson plan, identify, reproduce and experiment with rhythmic, sound and
word patterns in poems, chants, rhymes and song, reread and edit text for spelling, sentenceboundary punctuation and text structure and understand that simple connections can be made
between ideas by using a compound sentence with two or more clauses usually linked by a
coordinating conjunction. (Victorian Curriculum and Assessment Authority [VCAA], 2014)
Literacy Lesson - Creating sentences using rhyming words.
Time of
Lesson
Duration of
Lesson
Class size
Topic and
Focus

Year Level
Learning
Intentions

Morning: 9-11am
2 Hour
25 students
Topic is Rhyming words
Focus is creating sentences with rhyming words or using a picture to depict a
rhyming word sentence.
Warm up questions using buzz book (the aim is to practise writing the words
and recognising it in an everyday environment)
Grade Twos
The learning intention is for the students is to acquire an understanding of
rhyming words and be able to implement their knowledge of rhyming words
into sentences or a picture.
1

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

Extension- Create compound sentences that consist of rhyming words.

AUSVELS
Strands
Level:
2

Focus
Correct use of
rhyming words in
either a sentence or
picture.
Ensuring proper
sentences structure is
used.
To re-read and edit

Domains

Dimensions

English

Key elements of standards to which

lesson is focussed
Identifying rhyming words
Reproduce Rhyming words

Identify,
reproduce and
experiment
with rhythmic,
sound and
word patterns
in poems,
chants, rhymes
and songs.
English
Reread and
Practice editing work, focusing
edit text for
on capital letters, lowercase
spelling,
handwriting and full stops.
sentenceboundary
punctuation
and text
structure.
English
Understand
Practicing creating compound
that simple
sentences with two clauses
connections
usually linked by a coordinating
can be made
conjunction. This is an extension
between ideas
for students who are at the next
by using a
level.
compound
sentence with
two or more
clauses usually
linked by a
coordinating
conjunction
Assessment Criteria and Method of Evaluation
Assessment Criteria
Evidence
We will know that learning has taken Work Samples of their sentence
place when we see children using
or picture of rhyming words to
rhyming words correctly.
observe the students
understanding of rhyming
words.
We will know proper sentences
Work Samples of their
structure is used when we can see
sentences to observe the
correct punctuation.
students understanding sentence
structure/ punctuation.
We will know that students are able to
Checklists of the work they
2

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

their work.
ExtensionStudents use
rhyming words in a
compound sentence.
School Setting

Students
Background
Knowledge

edit their work when we see their

corrections made in their work.

have completed during their

editing time and compare to
their work samples.
ExtensionExtensionWe will know that learning has taken
Work samples of the students
place when we can see correct use of
sentences to determine students
rhyming words to form compound
understanding of compound
sentences.
sentences.
The school is in an average socioeconomic status with the majority of the
students from a caucasian descent with English as their first language.
There is 600 student in the school and of that only 60 students speak
English as their second language. The school is located in the Melbourne
suburbs
Students have been exposed to books with rhyming word in them and
have began an understanding of what rhyming words are and are
beginning to understanding how to group rhyming words together.
This lesson will build on the students prior knowledge of using the
rhyming words they know and create sentences or image containing
rhyming words in a story.

Social Context
Target Children
Resources and
Materials
Teacher Focus

The targeted students have difficulty identifying and reproducing

rhyming words.
The context between peers in social settings students use rhyming words
in songs chants and games that they play in the schoolyard.
A small group of children are working below the expected level. Three
out of twenty-five students are English as Second Language (ESL), these
students are from Asian decent and all speak Mandarin.
Smart board, Buzz book, Worksheets & Rhyming clue cards
We will concentrate on having the target students demonstrating their
knowledge and understanding of rhyming words through drawings,
words and/ or sentences, this choice will be decided by the students.
We have chosen these students as our focus as they are of the least
dominant culture and find communicating their ideas difficult, this is why
we have incorporated visuals through drawing into the task, to minimise
the language barriers.

Stage of lesson
Stage 1
Introduction

We are basing the lesson through a cultural-historical lens to focus on the

barriers ESL students face and work with them to strengthen their writing
development in English through allowing for drawings to be used to
convey their ideas.
Tasks
Time
Student
Teacher Action
Action
Class
9am - 9:30am
Students to
Ask the studentsDiscussionparticipate in
When do they use
3

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

When do
you use
rhyming
words?

30min

Students to
identify
rhyming
words - can
students
identify the
rhyming
words?

Circle time
- students to
highlight/
identify the
rhyming
words
Use of buzz
book and
rhyming
word clue
cards

Stage 2 Body of
lesson

Introduce
new sounds
for rhyming
with 3
letters (ill,
ing, ess)

the class
discussion.

rhyming words? (at

home, in the classroom
and in the playground)give examples (in
books, in songs, in
games)

Working on
buzz book
entry
together and
tips for
success with
rhyming
words

9:30 - 10:15am
45min

Sounding
out and
reading the
word - are
students
chinking
letters and
sounds
together?
Which
sounds can
students
identify
when
working
individually
on the
worksheet?
Can students
see and
identify the
rhyming
pattern?
Are students
chunking

Ensure that the students

have an understanding
of rhyming words and
the activity itself.

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

Stage 3 Conclusion

Concluding
the lesson-

10:15am 10:45am
30min

letters and
sounds
together?
Students to
write in buzz
book

Assisting students with

spelling when writing in
buzz book

Students to
write down
other
rhyming
words, not
already in
pre-written
paragraphs

Stage 4 Closure &

transition

Comments on
Future Lesson
Direction

After the
lessonStudent
reflection/
post test

10:45am 11am
15min

Students to
re-read their
work and
edit it
accordingly
Student
reflection
using clue
cards and
buzz book

Ensure each student has

a basic understanding
and have identified this
in their reflection.

Post testing
Students are starting to understand the concept of rhyming words/
rhyming sounds/ words that sound the same. They are starting to
understand that it can be either a 2 letter sound - van, pan, man - as well
as a 3 letter sound - king, sing, wing.
Success was achieved by using visual stimulants such as the rhyming
wall, worksheets, using coloured pencils instead of normal grey-lead, as
well as working as part of an interactive group through discussion, using
the buzz book and also working independently. Making sure all the
children were involved and had a chance to have their say and write in
the buzz book.
With the repetitive use of rhyming words, we can incorporate rhyming
into the next lesson topic in a less formal way. Also continuing the use of
the buzz book, clue cards, wall displays, all classroom facilities (coloured
pencils, scissors etc) as well as continuing with pre and post testing.
Analysis

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

Cultural-historical view of child development views every child as unique (Hammer & Veresov,
2015, p.5). We aimed to create a learning activity that is sensitive and enjoyable to each students
unique abilities and upbringing. The cultural-historical theory is viewed as a development
trajectory, based on their social environment and settings and the childs individual characteristics
(Hammer & Veresov, 2015, p.5). We aimed to create a learning experience that is based from what
we have seen in the social environment, the rhyming games and songs used in the school
playgrounds. We looked at the targeted students individual characteristics and decided as they speak
English as a second language we would not make the activity written based, with the students
having the choice to draw a picture to depict their understanding of rhyming words.
Social situation of development A student's culture is passed on from one generation to the next, such as values, ethics, morals,
concepts, and specific ways of thinking about and doing things valued in a particular community
(Fleer, 2013, p.2), the targeted children are from an Asian decent and the expectations passed down
from their parents is that their studies is the most important and they dont believe in play being
important in the students education. With this in mind we have used a play activity that we have
observed in the schoolyard to be the introduction to the lesson and from that we have pulled the
skill of rhyming words from the game to be the focus of the lesson. From that we created a literacy
lesson to help students to develop their understanding of rhyming words.
With the target students being from another culture than the majority of the students their cultural
context at home and at school are extremely different. These students speak another language at
home; this brings a struggle to the students within the classroom during literacy as they are being
taught in English not their first language. As educators we need to recognise that, culture itself
reworks all the childrens natural behaviour of development (Vygotsky, 1928/1993, p.166 as cited
in Hammer & Veresov, 2015, p. 8), we needed to be mindful of this and create a lesson that support
the students from different upbringings with this is mind we provided the students with options
either present their work in drawn and/ or written form. This supports the students, as their written
English language isnt holding the students back in showing us their understanding of how to rhyme
words together.
We created the learning experience based on our observations of what the majority of students were
doing outside of the classroom, using rhyming chants, songs and books. This was an observation of
the social situation that is practiced by the majority of the students in the school and could be seen
as a tradition in society. The activity settings are seen as dependent on the cultural tradition in a
society, and it is obvious that there are some differences between the families that relate to general
cultural traditions and values (Hedegaard & Fleer, 2013, p.194), compared to the students from
different cultures such as our targeted children as they do not know or use these chants and songs
during their playtime. This is why we have chosen the students who are from a different cultural
background to be our focus in the lesson as their culture at home does not relate to the general
culture at the school, but we need to create relationship between the students and the society
(Fleer, 2013, p.4) which they live in to create a sense of belonging in the school community.
Zone of proximal development As part of cultural-historical theory Vygotsky developed the Zone of Proximal development (ZPD)
to describe the gap between a childs capacity to achieve results with and without skilled support
6

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

(Mac Naughton, 2006, p. 43). The current capacity of the targeted children is they are not able to
identify and reproduce rhyming words in English, with support of peers through teaching the
students their chants and songs they play in the school yard and through the activities such as the
buzz book we aim for the students to reach their next ability in relation to the skill of rhyming
words. The support given to the target students will awaken learning that is only able to operate
when the child is interacting with people in his environment and in collaboration with his peers
(Vygotsky, 1935/1978, p.90 as cited in Hammer & Veresov, 2015).
Real and ideal forms One of the main concepts of cultural historical theory is real and ideal forms, this concept refers to
the real form being the current ability at the beginning of the developmental period and the ideal
form acts as a model for that which should be achieved at the end of the developmental period; and
final in the sense that it represents what the child is supposed to attain at the end of his
development. (Vygotsky, 1994, p.347-348 as cited in Hammer & Veresov, 2015).
The real form of the activity is the social situation of the songs and chants used to create the
learning experience. The ideal form is the use of the social situation to support students ability to
learn to identity and produce rhyming words.
The real and ideal form for the Targeted students is that Drawing is the real form of written
language and writing is the ideal form to be achieved over time. This is the goal we have created, as
it is found that drawing and scribbling lead to writing, children soon learn to distinguish between
their drawings and their writing whether this is scribble, streaming, or making letter- like marks as
they experiment with writing for themselves (Fleer & Raban, 2007, p.9). The students are able to
use either forms during the activity, it is aimed that the ESL students will be able to demonstrate and
convey their understanding of rhyming words. As found in Veresov and Mackenzies research
(2013), drawing as a form of meaning making creates developmental conditions during the written
language acquisition, this is why we have included drawing as a form of presentation of the
students work as it helps for the target students to acquire written language skills.
Developmental conditions
Relationships how much everyone helps and supports each other. The relationship between teacher and students
is clearly important, but relationships between students are equally important in ensuring a
successful classroom climate.
As educators we believe that not only is it our job to 'educate' student learners, but also become
someone who they aspire to be. We believe that teaching is not just a 9-3:30 job, where the students
arrive at school, you teach them, then they go home, and it is all repeated the next day. As a teacher,
it is our role to be not just their teacher, but also their friend, their mentor and their confidante. To
be someone they come to in times of need.
We need to make sure the right kind of relationships and rapport are built with these young people
and those around them, to help assist and guide them through their schooling life. For any child to
be able to take on a role as a learner, they must feel happy and safe within the learning environment.
Therefore, it is important to build a warm, safe, welcoming classroom community, where rapport
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EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

and positive teacher-student/ teacher-family relationships are formed. Strong teacher-parent/

teacher-family relationships will also create a good classroom community, and will ultimately
encourage parents to take part in the school community, as well as becoming more involved in the
childs learning.
Working closely with other staff is also of the utmost importance to create the positive, and
supportive environment that students need. Being able to create respectful and professional
relationships with other staff creates the foundation of a positive learning environment and
promotes a friendly, unified and supportive class community.
Personal development of students How easy do we make it for students to grow as learners and fulfil their potential?
To continue on with building rapport and trust, we believe that taking an interest in the students
backgrounds, including their family and family culture, as well as extra-curricular activities, will
support them by encouraging regular discussions, either in a group, or one on one. We want to be
able to incorporate suitable humour to create a warm and inclusive united team environment, and
give non-verbal queues to heighten impact when appropriate.
How smoothly does the classroom run? An orderly environment where teacher expectations and standards of personal behaviour and
achievement are high, and understood by everyone.
Have simple routines been set within the classroom environment? Students need to know and
understand what is expected of them in the classroom.
In order to establish a routine, it is important to discuss the reasons for such routines and explaining
why they are important, and how it can assist them. To assist the students in understanding, use
group discussion to get them involved and participate in the creation or structure of the routine.
Having the students participate will give them a sense of importance, ownership and community
within the classroom.
Once students are aware of the importance and effectiveness of a routine, it is important to put the
routine into regular practice.
Teacher personality type Some personalities find it easier to create a warm environment that others. How well do they relate
to the students? Is the teacher friendly, approachable, helpful, supportive? Can the teacher control
the class and impose him or herself without appearing too strict or overbearing? Is the teacher
enthusiastic and motivated?
As an educator we want to be able to teach students in a fun and engaging way. We want to
challenge their thoughts, and encourage them to question things, as well as teach the younger
students through play to keep things fun, informative and interesting for them.
Allowing students to play a part in their own discipline, meaning being able to negotiate their own
behaviour consequence, will give the student a sense of control, and trust with their teacher, hence
building good rapport. We hope to be empathetic with students when dealing with issues, so that we
8

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

can visualise the issue from their point of view, hence will then be able to discuss with the students
involved and make sure that when settling a dispute, that they can see the issue from the other
persons perspective.
We hope to build rapport with our students by communicating openly, and honestly with them on an
equal level, and not create an environment that separates us (educators) from them (the students
and their families), as children have a very strong opinion of what is fair and unfair. We hope to
be clear with our views on discipline, and other matters. Having a more equal form of
communication will result in a more respectful environment where the children will be more
relaxed, and as a result, more open to learning.
How do you know your approach of what you are doing is correct?
The key to understanding if our approach to teaching within the classroom is working and is
correct, we believe that the students will be responding well, and be willing to participate more
within the lesson or classroom environment. The approach will be successful if the students are
questioning things, and putting their hand up often to answer questions, put forward information
about the topic or just generally participating and volunteering their time or opinions. They may not
necessarily be getting the answers correct, however, they will be confident enough to give it a go,
and keep trying until they answer correctly.
The classroom setting will also be a factor in knowing if you have a successful teaching
environment. The general classroom setup needs to be open and inviting. It needs to be a place that
the children want to be during the day. It needs to be visually appealing, with things such as walls
with posters, or childrens artwork, or student profiles they have created about themselves as a class
project.
The classroom environment which we have recently come from was not a traditional style
classroom. In a sense it was, however, it was an open classroom where there was only a half wall in
between next doors classroom, so students could hear and see what the other class were doing at
any one time, yet when they had their literacy groups or maths groups classes, they were able to
roam freely in between the two rooms. The classes were all of a standard size (20-25 students in
each), so each classroom had 4 sets of tables, where there was enough seating for 6-8 students at
each. Although when the students were in their homeroom classes they had set desks, during all
other class activities, they were able to sit at whichever desk they chose.
Occasionally they would join up with the other class, and use both rooms to work on their activity.
This was particularly good for literacy, as it gave the children room to participate in the different
activities to do with Rhyming Words. There was everything from writing sentences, to finding the
rhyming words in the newspaper, to playing rhyming word games on the laptops and iPads.
Children were able to make use of the space as well as the desks and the floor, depending on the
rhyming/ word activity.
Conclusion
In simple terms, our lesson planner is a literacy plan for grade 2 children who are struggling to learn
the basics in English. This is one aspect of literacy where students were learning about the concept

EDF2030
Assessment Task 2
Marie Hammer
Tuesday 1pm Tutorial
Alexandra Wicks 26011565
Kate Street 26017237

of rhyming words and sentence forming. More specifically, focusing on the ESL students, who were
all of Asian background, speaking Mandarin.
According to AusVELS, these students should be up to the level 2 standard, which suggests that
they should be able to engage in their literacy class with purposeful listening, reading, viewing,
speaking and writing activities for different purposes and contexts (VCAA, 2014).
As educators, it is our role to extend the abilities of all students, (working closely one on one with
those students who need our extra assistance) using the curriculum as a guide, and provide the
foundation needed for continued learning at any given time. The idea behind this plan, is to assist
students in developing their literacy skills through pleasurable and varied experiences using
repetitive activities involving listening, viewing, reading, speaking and writing (VCAA, 2014).
References:
Victorian Curriculum and Assessment Authority. (2014). English across Foundation to
Level 10. Retrieved from http://ausvels.vcaa.vic.edu.au
Fleer, M. (2013). Cultural-historical theories of child development, In T. Maynard, S. Powell, and
N. Thomas (Eds.) An Introduction to Early Childhood Studies, 3rd Edition, (pp. 127-140),
UK; Sage
Fleer, M., & Raban, B. (2007). Early childhood literacy and numeracy: Building good practice.
Australian Government: Department of Education, Employment and Workplace Relations.
Hammer, M., & Veresov, N. (2015). Lecture 4: Cultural-historical theory of child
development.[Lecture Notes]. Retrieved from http://moodle.vle.monash.edu.au
Hedegaard, M., & Fleer, M. (2013). Play, Learning and Childrens development: Everyday Life in
Families and Transition to School.Cambridge University Press.

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