Excerpt from Literacy Assignment: Six Learning Experiences

By Yurina Kanuma
Section1 6 connected, planned and evaluated Experiences

*Please note: contents may overlap with Observations and/or Analysis used in other units
including: 102110 Professional Experience 3-5 Years/101105 Prosocial Learning
Environments/102107 Practising Pedagogical Leadership. Also, the Original Professional
Experience Template has been modified to suit this Unit/Assignment. Thank you.

Key:
EYLF = (DEEWR, 2009)
Eclipse = (Department of Education & Children's Services, SA., 1997)
First Steps = (Department of Education Western Australia, 2009)

*All experiences have been implemented at a timing with sufficient time and space to
make sure meeting the health and safety requirements.
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 1 Revisiting to dramatising The Three Little Pigs

For the focus children O, E and J (and other voluntary children)

Date: 18/May Outdoor play time in Middle Yard

Learning Foci: For O to:

1) Orally recite phrases from story (at least three-four words)

2) Count one-to-one correspondence
3) Build Turn-taking skills
EYLF Links:

- Outcome 2: Children are connected with and contribute to their world

- Outcome 4: Children are confident and involved learners

- Outcome 5: Children are effective communicators

Rationale

This is one of the Interest-based Project experiences for Unit PPL. The focus children (and
any other voluntary children) will dramatise The Three Little Pigs. In the last interest-based
project experience, children were thrilled to engage in orally reciting and dramatising scenes
and phrases from The Three Little Pigs. In this experience, I wish to sue open-ended
materials to invite more direct engagement. I wish to build on their multimodal skills to
express and communicate with others. Ensure sufficient time and space to make sure meeting
health and safety requirements.

Resources

Three separate pictures of the three little pigs

One picture of the big bad wolf

Three Cardboard panels representing houses

(props will be approximately A4 so they can hold)

Large outdoor mats (to sit down)

Teaching Strategies/Scaffolding Techniques

 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not result

Implementation, Analysis and Evaluation: Was O able to

- Show interest in the activity? When was this particularly evident?

Yes. Particularly when she wanted to be one of the pigs, and reciting for the phrase: Not by
the hair of my chinny chin chin!
Orally recite three-four words? (E.g. Not by the hair of my chinny chin chin! And/or Huff and
puff to blow your house down!) Yes. She was able to independently recite: Not by the hair of
my chinny chin chin!. Durng the Big Bad Wolfs turn, she willingly helped to say it together
with other children.
- Able to wait for their turn to recite their phrase? (turn-taking) Yes
- Count one-to-one correspondence of total number of characters (four)? Yes. She was able
to identify the sequence of the order of pigs (straw, stick and brick but also order in
terms of first, second, third little pig).
- Approximately how long did they engage in the activity? Approximately 12 minutes
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 2 Milkshake shop pretend play in sand pit area

For O only Date: 18/May Outdoor play Sandpit area

Learning Foci For O to:

1) Verbalise critical analysis

2) Count one-to-one correspondence
3) Build Turn-taking skills
Links to EYLF

- Outcome 2: Children are connected with and contribute to their worlda

- Outcome 4: Children are confident and involved learners

- Outcome 5: Children are effective communicators

Rationale

O enjoyed the role play activity on 18/May. O will again engage in verbal critical analysis
skills. She will engage in problem solving scenarios whiclst taking turns to talk in a educator-
child scaffolding.

Previously O showed interest in the pretend play milkshake setup. She demonstrated
knowledge about how to make a milkshake and taking on the role of the cashier lady. Os
family also described how she is interested in toy cashiers (and roleplay) at home. I wish to
see what knowledge other knowledge she has in regards to milkshakes and/or cashier role.

Resources

Setup for milkshake shop (Appendix 3B)

Teaching Strategies/Scaffolding Techniques

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not result
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Implementation, Analysis and Evaluation: Was O able to

- Show interest in the activity? When was this particularly evident?

O was very engaged in this setup, particularly with the cashier to serve customers. She loved
to pretend as a cashier lady and talking in such a manner, engaging in a creative and
spontaneous creative roleplay with her peers. An example was her to serve the customers, ask
for the name of the milkshake, tell the price, exchange toy coins and inserting the coins. She
then greeted the leaving customers.
- Engage in one-to-one correspondence? What was the largest number? Yes. 10 for $10.
- Approximately how long did they engage in the activity? Approximately thirteen minutes
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 3 Post Office Cashier Play Reading a table of prices and
items

Who is involved: O, E and J

Date: 24/May Playroom

Learning Foci

(1) To read print in the price table

(2) To read two digit numbers (with visual aid)
(3) Engage in creative dramatic play
Links to EYLF

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop dispositions for learning such as curiosity, cooperation, condence,

creativity, commitment, enthusiasm, persistence, imagination and reexivity

- express wonder and interest in their environments

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

Children interact verbally and non-verbally with others for a range of purposes

- convey and construct messages with purpose and condence, building on home/family
and community literacies
Rationale and photo of Resources (details in Appendix 3B)

O has displayed interest in cashier/shopping pretend play last week by the milkshake set up.
Her interest in cashier play has been also clarified with her family how she loves to play
serving the customers etc. I wish O to serve customers visiting the post office. She will try
and read a table of stamp price per size of the parcel (e.g. 1 red stamp for a small parcel, $10).
The previous toy coin did not have value. The toy cash for this activity is $1, $5 and $10.

How will I interact with the child/children to scaffold their learning?

- Role model how to read the chart

- Stay attentive, open-ended and flexible to her responses

 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

- Question and scaffold concept of size (small, medium, large parcel)

Teaching Strategies/Scaffolding Techniques

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not result

Implementation, Analysis and Evaluation: Was O able to

Indicator Yes/No Comments

To read price table with Yes When she served a

visuals customer, encouraged her to
look at the price table,
directed her gaze, role-
modelled how to read. She
followed then was
independently identify that
the cash price as $1, which
showed numerical sign only.

To read two digit numbers Yes Extended from above, O was

similarly able to read the
$10 numerical symbol.

Engage in creative dramatic Yes O enjoyed the cashier lady

play role for approximately ten
minutes.
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 4 Paying/Receiving correct amount of play money as per

price table

Date: 25/May Literacy Room

Learning Foci For O to

1) To read the dollar and cents sign on environmental print (price list)
2) Pick and match the correct order (e.g. choose one red stamp for customer)
3) Match toy money to price (e.g. one dollar money to represent $1)
Links to EYLF

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop dispositions for learning such as curiosity, cooperation, condence,

creativity, commitment, enthusiasm, persistence, imagination and reexivity

- express wonder and interest in their environments

o recognise and value childrens involvement in learning
o respond to childrens displays of learning dispositions by commenting on them
and providing encouragement and additional ideas
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

Children interact verbally and non-verbally with others for a range of purposes

- convey and construct messages with purpose and con dence, building on home/family and
community literacies
o engage children in discussions about symbol systems, for example, letters, numbers,
time, money and musical notation
Rationale

Extending from experience on 24/May, I wish O to build her awareness in reading visual
symbols of $ and cents. The play money will be utilised for her to explore if O can present
the correct amount of money to the customer per ordered item (as presented on the price
table).

Resources

10 stamps of one colour

10 stamps of another colour

 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Play money

Toy cashier

Price sheet with visuals and prints

Teaching Strategies/Scaffolding Techniques

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not result

Implementation, Analysis and Evaluation Was O able to

Indicator Yes/No Comments

To read the dollar and/or Yes O was able to recite one-

cent symbol? dollar (emphasis on dollar),
when directed her gaze and
role modelled how this
shows $.

Pick and match the correct Yes and No For $1 and sometimes $5,
order she was able to present the
correct cash.

Match toy money to price? Yes and No As above

 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 5 Name Tag on Apron for Shop Assistant

Who is involved: O/E/J

Date: 1/June Literacy Room

Learning Foci

1) To write their name on name tag

2) To engage in role play as customer/shop assistant
3) To verbalise print for vegetable/fruit/open/close/market
Links to EYLF

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop dispositions for learning such as curiosity, cooperation, condence,

creativity, commitment, enthusiasm, persistence, imagination and reexivity

- express wonder and interest in their environments

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

Children interact verbally and non-verbally with others for a range of purposes

- convey and construct messages with purpose and condence, building on home/family
and community literacies
Plan and rationale

This weeks setup is fruit/vegetable shop (Appendix 3B). O has continued to show interest as
cashier lady/shop assistant, serving food/items to customers over the counter. E has enjoyed
handling toy food and serving on plates. I wish the children to engage in environmental print
related to supermarket/fruits and vegetables. They will be assigned name tags to put on
Aprons during their play.

Resources details on 3B + Name Board (*as this identified childrens names, not in photo)
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Teaching Strategies/Scaffolding Techniques

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not results

Implementation, Analysis and Evaluation: Was O able to

Indicator Yes/No Comments

To write their name Yes Pointing together at each

word, O recited the phrase:
on name tag? O demonstrated her
my name is and
awareness in English
answered with a smile, O.
literacy convention to print
She instantly spotted her
in alphabet, recite letter-
name on the velcro board.
sound relationships and
She drew her name in
directionality in print
pencil in the centre and
moving to the right. The
space was limited so she
showed initiative to rotate
the paper and fill her
remaining letters (v, i, a) to
the gaps, writing in right
direction. I then scaffolded
to support her clipping this
tag on the apron.

To engage in role play as Yes As shop assistant

customer/shop assistant?

To verbalise print for Yes and No O showed interest in

vegetable / fruit / open / close Vegetable, fruit sign
/ market? popups. The open/close
sign was used by another
child.
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Planned learning experience 6

Date: 2/June Literacy Room

Learning Foci For O to

4) To verbalise print of fruit/vegetable/food list

5) To engage in role play as customer/shop assistant
6) To read numerical symbols (e.g. on play money)
Links to EYLF

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop dispositions for learning such as curiosity, cooperation, condence,

creativity, commitment, enthusiasm, persistence, imagination and reexivity

- express wonder and interest in their environments

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

Children interact verbally and non-verbally with others for a range of purposes

- convey and construct messages with purpose and condence, building on home/family
and community literacies
Plan and rationale O and J enjoyed participating in pretend play as customers on 1/June. (O
wrote her name tag). O has shown interest in Vegetable and Fruit sign Popups. I wish for her
to engage in environmental print and visual list of fruit/vegetable/other food.

Resources Details in Appendix 3B

Print for open close/operation hours

Print for Vegetables and Fruit Label

Print for market sign/logo

Childrens Apron

Print and visuals of list of vegetable, fruit and dairy (image left)
 Excerpt from Literacy Assignment: Six Learning Experiences
By Yurina Kanuma

Teaching Strategies/Scaffolding Techniques

scaffolding; questioning; role-modelling; directing; encouraging critical thinking and

investigation; praising for effort not result

Implementation, Analysis and Evaluation: Was O able to

Indicator Yes/No Comments

To verbalise print of
fruit/vegetable/food list?
Yes (interested in fruit list)
During the play, the word list
was modified as a large
menu panel on the table,
which children can point at
when ordering to the cashier-
responsible child.

She was customer, pointed

and recited: Can I have an
Orange, Apple and Banana
please.

To engage in role play as Yes Today she was interested in

customer/shop assistant? customer role play

To read numerical symbols Yes She looked for a dollar

(e.g. on play money)? money in her play bag