Literacies in Early Childhood

Coursework - Plan or Proposal

Students Name: Noura Yaqoub Alhammadi.

Course Teacher: Dr. Priti Verma
Course Code: ECE- 3003
Word Count: 1122.
Literacies in Early Childhood ECE 3003

Contents
1.1 Introduction ...................................................................................................................... 2

1.2 Part A................................................................................................................................ 2

1.3 Importance of Multiliteracy ............................................................................................. 4

1.4 Part B ................................................................................................................................ 5

1.5 Conclusion........................................................................................................................ 7

1.6 Lesson Plan Sound \n: ...................................................................................................... 8

1.7 Comments Lesson Plan Sound \n\.................................................................................. 12

1.8 Lesson Plan Sound \p: .................................................................................................... 13

1.9 Comments Lesson Plan Sound \p: .................................................................................. 18

1.10 Lesson Plan Sound \a: .................................................................................................... 19

1.11 Comments Lesson Plan Sound \a: .................................................................................. 24

1.12 Reference ........................................................................................................................ 25

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Literacies in Early Childhood ECE 3003

1.1 Introduction
Phonics is considered as the approach for the child to teach them through letter sounds. With the

help of phonic methods, Preschool students are more motivating. The multi-sensor method

enhanced the abilities of children to memorize the lesson. Two types of approaches are used to

teach the preschool children which is discussed briefly in below section.

1.2 Part A
The two approaches used for teaching phonics are Synthetic phonic instructions and Analytic

phonics instruction.

Synthetic phonics instruction: Synthetic approach is also known as explicit phonics it

demonstrates students first to identify sounds/letter and then put these sounds or synthesize

together to build a word. The traditional elementary program takes this approach.

Figure 1 Synthetic phonics

Source: RM & PG (2013)

Analytic phonics instruction: Analytic phonics is also known as implicit phonics. In this

approach, it teaches students to identify the sounds within the words they previously do firstly.

According to Johnston it begins at an initial level of the whole word which is ideally found

between the text of the sentence and then on the second level moves to the individual parts

(Johnston, 2012). It shows the relationship between letter and sound and between the texts of

the word in which it is found.

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Literacies in Early Childhood ECE 3003

I would prefer the Synthetic or explicit phonics approach because students who have problems or

are struggling in reading will be benefitted through this approach of phonics instructions. With this

approach, it will help students of kindergarten in enhancing the ability to spell and read where 1 st

graders will be better in decoding and spelling words. In contrast to this implicit or analytic phonics

is better for non-struggling readers. Explicit phonics instruction is more efficient than implicit

phonics instructions. Research by Mc.Geown also supports explicit phonics instruction and

seems that it is favored by most educators and educational researchers (McGeown, 2014).

Multiliteracy

According to Mary Stokrocki, in the mid-nineties, The New London group came together in

considering the future and state of literacy theory and pedagogy (Stokrocki, 2014). The discipline

that deals with the practice and theory of teaching are known as pedagogy. Though this approach

of multiliteracy it highlights two major aspects of literacy i.e.

linguistic diversity and multimodal forms of linguistic

representation and expression. The backbone of multiliteracy

is the understanding of how knowledge is both reflected and

constructed by using different means, Standardized tests are

Figure 1 the Multiliteracies Map
not the best or accurate means for evaluating students Source: (Hill, 2009)

comprehension.

Hill (2009) mentioned that the multiliteracy map will provide a conceptual framework which will

help in examining four dimensions of multi literacy which are related to each other.

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Literacies in Early Childhood ECE 3003

The multiple literacy can be divided into understanding, digital, visual, technological and

textual portrayal of knowledge:

o Visual literacy: Visual literacy is reflecting and understanding the knowledge through

visual means.

o Textual literacy: Reading for understanding and evaluating through various sources like

articles, historical documents, and literature for.

o Digital literacy: Digital literacy is synthesizing and gathering information or data from

digital mediums.

o Technological literacy: Technology literacy is used to create, learn, distribute and

communicate.

1.3 Importance of Multiliteracy

The combination of traditional learning and phonics with multiliteracy is successful for a variety

of reasons. Street (2009) also stated students who study under multiliteracy are more active in their

learning process and more committed to increasing their comprehensive motivation. One of the

major goals of multiple-literacy is to provide students with the option of choice, this also grants

students to seek topic of their interest and develop their knowledge in ways that best support their

set of skills. Through multiple-literacy it would help students in understanding phonics more easily

by using different sound clips and visual clips..

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Literacies in Early Childhood ECE 3003

1.4 Part B
Emergent literacy

The explanation of childs knowledge of writing and reading skills before they recognize

how to write and read words is called emergent literacy. The basic factors of emergent

literacy are print motivation, vocabulary, print awareness, narrative skills, letter

knowledge and phonological awareness. According to (Reese, 2010) emergent literacy

have a critical importance in the early education of a child. Moreover, the focus of this

outcome is on consonant sounds, which are easier to say than vowels. Spend enough time

practicing this skill with the students before you introduce the next outcome which is about

both consonants and vowels. Students need to learn how to connect the initial sound to its

letter as this skill helps them in solving words when reading

Usefulness of multiliteracies and phonics for teachers and parents

Multiliteracies and phonics are very beneficial for teachers and students in the

development process in their emergent literacy. Different components of emergent literacy

can be used through multiliteracy for example parents and teachers can use component of

vocabulary in increasing child vocabulary that can be done through multimedia sides or

websites with pictures and names of things.

ADEC Curriculum

ADEC refers to Abu Dhabi Educational Council it is a curriculum which was developed

in New South Wales, Australia. In this curriculum, the core subjects are taught in English

and teachers are required to receive ESL/IELT training program. While over, Encourage

parents to develop a placemat with their child that has letters and pictures to match. They

can place the placemat on the childs eating tray or dining table.

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Program 1

Title: Digital literacy online program launched for youth.

Age-targeted: 9 to 19.

Link to ADEC curriculum: ADEC curriculum has a core subject of ICT; this training

program was designed to prepare Arab you with IT skills which are present requirement in

the current digital era and globalization.

Usefulness of the Program: The online curriculum will be great in learning initial and

advanced concepts and skills which are needed in mastering in computer usage. It will help

the Arab youth in gaining digital knowledge easily for enhancing their qualification which

will also support their careers.

Program 2:

Title: Promoting digital literacy for women and girls at the bottom of the pyramid

Age-targeted: 19 to 25.

Link to ADEC curriculum: Like ADEC curriculum this program is also focusing on ICT

course. (ITU, 2017)

Usefulness of the Program: Digital literacy training program will help in opening doors

for women and girls and gaining knowledge for essential skills which will be needed in

todays broadband environment.

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Literacies in Early Childhood ECE 3003

1.5 Conclusion

Analytic Phonics Children learn to identify words by their shape, their beginning and ending

letters, and by the context which they used in sentences, often with the aid of pictures. Synthetic

Phonics Children learn to synthesize pronunciations for unfamiliar written words by translating

letters into sounds and blending the sounds. Those two approaches appropriate system for

children between age group 3-6. The study highlighted the IT education and technology

adoption through the phonic method as well as by their curriculum material. Two types of

teaching criteria of preschool children are helpful for UAE students.

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Literacies in Early Childhood ECE 3003

1.6 Lesson Plan Sound \n\:

LESSON PLAN LESSON: Teaching Phonic \n\

Teacher: Noura Alhammadi Subject: English
Grade: KG2-3 Unit: 3 Date: October 4, 2017
SKILLS AND UNDERSTANDING
Students will be able to:
Students will be able to listen and identify phonemes in words start with sound n. (See and
read).
Listen to and say individual phonemes in words through reading words slowly.

Link to prior learning: Review with students the sounds that they take it before \s\ \t\ \a\ \p\. Ask
students to give me words start with those sounds.

21st Century Skills: Students will be able to recognize the new sound between the sounds they
already take it before.
Key vocabulary: nurse, nest, and night.
Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:
At the circle time teacher show the students flashcard
Does not pronounce the new
the new words start with sound \n\. Read the words
words correctly.
loudly then the students tern to read. Give the students
chance to each students read the words to pronounce it
Write the sound \n\ from
right to left. correctly.

Using tracing card to form sound \n\correctly. The child

Written sound \h\ as a sound developing their fine motor and cognitive skills, while
\n\.
holld the markers board and consecrate to tracing sound
\n\. The teacher remand students for English writing
rules, write from left to right.

Resources/equipment needed: Whiteboards, Whiteboard markers, Flashcard words start with

sound\n\.

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Literacies in Early Childhood ECE 3003

UNIT: 3 LESSON: sound \n\ TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Whiteboard. Teacher Will: Students Will:

Whiteboard Review with students the Remember the sound that they
Markers. sounds that they take it take it before S, T, P
before. The students were got ready to
Flashcard words Explain that today they learn knew sound the capital and
start with sound
\n\. are going to learn a new small letter n.
sound. The students see the new sound
Shown the children a flashcard.
flashcard and sing The students see how the teacher
nurse, nnnn . pronounce the sound.
Shown them the action The students will learn the new
words such as nurse, nest and
and ask them to preform
night.
it together. The students give the teacher
words start with sound \n\ such
The teacher present
as nose, nice and nuts.
some words start with
sound such as nurse, nest
and night.
The teacher asks
students to give her
words start with sound a.
And she give a chance to
everybody answer.
Resources & Time Main activities (30 minutes)

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Literacies in Early Childhood ECE 3003

Group work Teacher Will: Students Will:

Wooden board or First Activity First Activity
plate.
Salt. The teacher will explain The students sit at the table, and they
Goblet. the activity and give the have the resource.
Thatch.
Photos birds. instruction. The students will follow the
Scissors. The teacher will observe instruction and share the material with
Glue.
Flashcards words the students while doing others.
start with sound the activities. The students take a small piece of tin
\n\.
Alphabet sounds The teacher will ask the and start to roll it to become thin and
form. students question. tall.
Then try to Writhed in the form it to
the sound n.
Put some glue on the paper and stuck
the tin on it.
Second Activity At the end, will have time to clean up
The teacher will explain
and backing the resources in their
the activity and give the
place.
instruction.
The teacher will observe
the students while doing
Second Activity
the activities.
The students sit at the table, and they
have the resource.
The children will see the sound in
Third Activity
front of the wooden board.
o The teacher will explain
Then will start trying to write the
the activity and give the
sound n at wooden board with salt.
instruction.
The child will give their friend
o The teacher will give the
chance to do.
students the flashcard
The students can repeat it again
words start with sound
and again. They may make the
challenge between them.

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\n\ and the alphabet

Third Activity
sounds form.
o The students will sit at the
o The teacher will observe
carpet.
the students at the circle
o The students will follow the
area.
teacher instruction.
o The students will see the
flashcard picture and form the
word with alphabet.

Differentiation activities (Support):

- Students high level doing this activity in creativity area.
- Form sound \n\ with tin to develop their fine motor skills.

Differentiation activities (Stretch):

- Students medium level doing this activity in circle area.
- Form words start with sound \n\ as what they see in the picture.

Differentiation activities (Support):

- Students Low level doing this activity in science area.
- Write the sound \n\ with salt.

Resources Plenary (5 minutes)

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Group work Teacher Will: Students Will:

Asking question for what they Each students try to give word
did through the lesson and what start with sound n and how they
did they learn. said it.
Review with them the words
start with sound n such as nurse,
night, and nest.

Homework Worksheet matching the words start with sound \n\ with the pictures.
Learning styles catered for ():
Visual Auditory Read/Write Kinesthetic
Assessment for learning opportunities ():
Observation Student self- Oral questioning Peer assessment
assessment
Quiz Student presentation Written work and Verbal feedback
feedback

1.7 Comments Lesson Plan Sound \n\

- I explain to the children what we will do as activities, they exited and stopped talking

while I spoke. Then I start to introduce the sound how to pronounce and write it; the

word starts with this sound. The MST was happy with me because I get improve myself

through getting children control and get them attention to the lesson.

- The aspect that need to requires attention for it, how to get children control through

doing the activities.

- For next lesson I will try to get control children at the activities time, while I explain for other

students.

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Literacies in Early Childhood ECE 3003

1.8 Lesson Plan Sound \p\:

LESSON PLAN LESSON: Teaching Phonic \p\

Teacher: Noura Alhammadi Subject: English

Grade: KG2-3 Unit: 2 Date: October 10, 2017

SKILLS AND UNDERSTANDING

Students will be able to:

Students will be able to listen and identify phonemes in words start with sound p. (See and
read).
Listen to and say individual phonemes in words through reading words slowly.
Link to prior learning: Review with students the sounds that they take it before \s\ \t\ \a\ . Ask students to give
me words start with those sounds.

21st Century Skills: Students will be able to recognize the new sound between the sounds they already take it
before.
Key vocabulary: panda, and penguin.

Common misconceptions for Ways of identifying and addressing these misconceptions:

learners:

Does not pronounce the new At circle area show the students mirror and pronounce the
words correctly, \b\ instead of sound\p\ ppp.
\p\.

Teel to the students story about the sound and how to write
Write the sound \p\ from down
to up. it. Like there was beautiful line she find a circle and being
friend.
Using tracing card to form sound \p\correctly.
Written sound \d\ instead of
sound \p\.

Resources/equipment needed: Whiteboards, Whiteboard markers, Flashcard words start with sound\p\.

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UNIT: 3 LESSON: sound \p\ TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Whiteboard. Teacher Will: Students Will:

Whiteboard Review with students the
Markers. sounds that they take it before.
Explain that today they are
Flashcard words going to learn a new sound.
start with sound Shown the children
\p\.
flashcard and sing popcorn p
p p .
Shown them the action and
ask them to preform
together.
The teacher present some
words start with sound such as
popcorn, penguin.
The teacher asks students to
give her words start with
sound p. And she give a
chance to everybody answer.
Resources & Time Main activities (30 minutes)
Remember the sound that they
take it before S, T, a
The students were got ready to
learn knew sound the capital and
a small letter p.
The students see the new sound
flashcard.
The students see how the teacher
it pronounce the sound.
The students will learn the
new words such as popcorn,
penguin.
The students give the teacher
words start with sound \p\
such as paper, popcorn and
pencil.

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Group work Teacher Will: Students Will:

First Activity First Activity
Plate
black paper The teacher will give the The students sit on a table, and
Glue students chance to choose the they have the resource.
eye lenses
activity want to work with it. The students will follow my
black pin
glitter red and The teacher will explain the instruction and share the
blue activity. material with others.
worksheet,
The teacher will give the The students will take the
Card has the
picture word start students instruction plate and put little of glue on
with sound p Then teacher observe the the tope of plate to stick the
Pencil
students during the activity. panda ears.
Scissors.
IPad. The teacher will see the Then will stick the eyes and all
students who want help, will some eyes lenses.
help her. The students will draw the
At the end, the teacher will panda nose like a triangle
give the students time to clean shapes.
up. Then the students will take ice
cream stick and glue it behind
the plate.
At the end, will make sure the
students write their name
behind the plate and will give
them time to clean up.
Second Activity
The teacher will explain the
activity and give the
Second Activity
instruction.
The students sit on a table, and
The teacher will observe the
they have the resource.
students while doing the
The students will follow my
activities.
instruction and share the
The teacher will ask the
material with others.
students about what they are
doing.

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At the end, the teacher will The students will sit in two
give the students time to clean group each group has 5
up. students.
The students will have sheet
has a sound p and glitter.
Third Activity The student will glue sound p
o The teacher will explain the to design it with glitter.
activity and give the The students will add the
instruction. glitter blue or red on all the
o The teacher will observe while sound p.
the students using IPad to Then the students will
write sound \p\. overturn the paper to throw the
glitter.
At the end, will make sure the
students write their name on
the tope of paper and will give
them time to clean up.

Third Activity
o The students will sit at the
carpet and will have the
iPad with them.
o The students will see video
how to write the sound p.
o Then the student try to
write the sound p.

Differentiation activities (Support):

- Students high level doing this activity in creativity area.

- Create a panda start with sound \p\.

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Differentiation activities (Stretch):

- Students medium level doing this activity in circle area.

- Decorate sound \p\ with glitter.

Differentiation activities (Support):

- Students Low level doing this activity in science area.

- Write the sound \p\ on IPad.

Resources Plenary (5 minutes)

Group work Teacher Will: Students Will:

Asking question for what they Each students try to give word
did through the lesson and what start with sound \p\ and how
did they learn. they said it.
Review with them the words
start with sound \p\ such as
Pencil, Panda and Peer.
Homework Worksheet matching the words start with sound \p\ with the pictures.
Learning styles catered for ():

Visual Auditory Read/Write Kinesthetic

Assessment for learning opportunities ():

Observation Student self-assessment Oral questioning Peer assessment

Quiz Student presentation Written work and Verbal feedback

feedback

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1.9 Comments Lesson Plan Sound \p\:

I felt nervous and tiredness, but I get myself control, and I did well in transition and

closing parts of the lesson. I made well at the transition because I get my MCT feedback

and work at the point Im week on it.

I have some difficulties I encountered in the transition from one activity to another

activity. I need to require attention to the time the children finish from the activities and

back to carpet.

Next time I will try to focus how to transition from the opening to the activities time.

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1.10 Lesson Plan Sound \a\:

LESSON PLAN LESSON: Teaching Phonic \a\
Teacher: Noura Alhammadi Subject: English
Grade: KG2-3 Unit: 1 Date: October 11, 2017
SKILLS AND UNDERSTANDING
Students will be able to:
Students will be able to listen and identify phonemes in words start with sound \a\. (See and
read).
Listen to and say individual phonemes in words through reading words slowly.
Students learn to say, read and write \a\.
Link to prior learning: Review with students the sounds that they take it before \s\ \t\. Ask students
to give me words start with those sounds.

21st Century Skills: Students will be able to recognize the new sound between the sounds they
already take it before.
Key vocabulary: Apple, ants and ambulance.
Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:
Explain the step of how to pronounce the sound \a\ ah.
Does not pronounce the new
words correctly, said \Ai\. Show me your finger magic on air make circle from up
to down then make small line down.
Using trace card to form sound \a\correctly.
Write the sound \a\ as a
circle.

Written sound \Q\ instead of

sound \a\.

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Resources/equipment needed: Whiteboards, Whiteboard markers, Flashcard words start with

sound\a\.

UNIT: 1 LESSON: sound \a\ TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Whiteboard. Teacher Will: Students Will:

Whiteboard Review with students the Remember the sound that

Markers. sounds that they take it they take it before S, T
before. The students were got ready
Explain that today they are to learn knew sound the
Flashcard words going to learn a new sound. capital and small letter \a\.
start with sound Shown the children a The students see the new
\a\. flashcard and sing ants on sound flashcard.
apple a a a . The students see how the
Shown them the action and teacher pronounce the sound.
ask them to preform it The students will learn the
together. new words such as ants,
The teacher present some apple.
words start with sound such The students give the teacher
as apple and ants. words start with sound \a\
The teacher asks students to such as air, apple and
give her words start with ambulance.
sound \a\. And she give a
chance to everybody
answer.

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Resources & Time Main activities (30 minutes)

Group work Teacher Will: Students Will:

Worksheet First Activity First Activity
Pencil
Rubber The teacher will give the The students sit on a table,

blackboard, students chance to choose and they have the resource.

chalk the activity want to work Students follow the

stick with it. instruction and start the

The teacher will explain the activity when all the
Flashcards words
activity. students start together.
start with sound
The teacher will give the The worksheet part one is
\a\.
students instruction the students put circle on
sticks
Then teacher observe the sound \a\ between several
Small balls
students during the activity. sounds, so children
Basket
The teacher will see the recognized sound \a\. Part
students who want help, two the students should
will help her. follow tracing sound \a\.
At the end, the teacher will The students before they
give the students time to move to another center will
clean up. make sure the center is
clean and back all resource
to their place

Second Activity
The teacher will explain the Second Activity
activity. The students sit on a table,
Give students the and they have the resource.
instruction such as keep the The students will follow my
material in the center, share instruction and share the
material with others.

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Literacies in Early Childhood
the resource with friends,
and maintain the tools.
The teacher will observe the
students while doing the
activities.
The teacher will ask the
students about what they
are doing.
At the end, the teacher will
give the students time to
clean up.
Third Activity
The teacher will explain the
activity.
Give students the
instruction such as keep the
material in the center, share
the resource with friends,
and maintain the tools.
The teacher will observe
while the students using
IPad to write sound \a\.
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One students have a big
blackboard and model the
mini teacher, teach the other
students by using the
flashcards and how to write
the capital and small letter
\a\.
Each students have a
chance to turn to model
mini teacher.
The students before they
move to another center will
make sure the center is
clean and back all resource
to their place.
Third Activity
The students identify and
recognize the letter A,
recognize the small letter
and the capital letter by
using the sticks and small
balls.
The students before they
move to another center will
make sure the center is
clean and back all resource
to their place.
Literacies in Early Childhood ECE 3003

Differentiation activities (Support):

- Students high level doing this activity in math area.
- Form the capital letter A with sticks and small balls

Differentiation activities (Stretch):

- Students medium level doing this activity in reading area.
- Write the sound \a\ and teach the other students how to write
sound \a\.

Differentiation activities (Support):

- Students Low level doing this activity in writing area.
- Worksheet tracing sound \a\.

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Resources Plenary (5 minutes)

Group work Teacher Will: Students Will:

Asking question for what they Each students try to give word
start with sound \a\ and how
did through the lesson and what
they said it.
did they learn.
Review with them the words
start with sound n such as apple,
ants and airplane.
Homework Worksheet matching the words start with sound \a\ with the pictures.
Learning styles catered for ():
Visual Auditory Read/Write Kinesthetic
Assessment for learning opportunities ():
Observation Student self-assessment Oral questioning Peer assessment
Quiz Student presentation Written work and Verbal feedback
feedback

1.11 Comments Lesson Plan Sound \a\:

- The one aspect that I felt I made well on it is the closing lesson. I have to achieve an end
development for previous times. I had time to listen to all the students dissection for
what they learn through this lesson and what they did. While I listen to the students, I
assess them by giving me word start with the sound \a\ and tell them to write the sound
on the whiteboard, so I can see who can write and who cant write.

- While the children do the activities, there are some students misbehavior, interrupted
other students and talked loud. I ignored them, but some students start to take their
behavior.

- For the next time, I need to focus on getting control children who are misbehaviors.

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1.12 Reference

Hill, S. (2009). Multiliteracies and the Early Years: Evaluation of mapping multiliteracies: A
professional learning resource.

ITU. (2017). Promoting digital literacy for women and girls at the bottom of the pyramid.
Retrieved from < http://www.the1873network.org/promoting-digital-literacy-for-women-
and-girls-at-the-bottom-of-the-pyramid/>

Johnston, R. S. (2012). Long-term effects of synthetic versus analytic phonics teaching on the
reading and spelling ability of 10 year old boys and girls , 1365-1384.

McGeown, S. P. (2014). Using method of instruction to predict the skills supporting initial
reading development: insight from a synthetic phonics approach. 591-608.

Gulf News (2017). Digital literacy online programme launched for youth. Retrieved from <
http://gulfnews.com/news/uae/education/digital-literacy-online-programme-launched-for-
youth-1.502417>

Nishanimut, S. P. (2013). Effect of synthetic phonics instruction on literacy skills in an ESL

setting. Learning and Individual Differences , 47-53.

Reese, E. S. (2010). A review of parent interventions for preschool childrens language and
emergent literacy. Journal of Early Childhood Literacy , 97-117.

Stokrocki, M. (2014). Art treasure quests in second life: A multi-literacy adventure. 37-42.

Street, B. V. (2009). Multiple Literacies and. The Sage handbook of writing development , 137.

ADEC KG Literacy . (2015). Retrieved from My

Learn: https://mylearn.hct.ac.ae/webapps/blackboard/content/listContent.jsp?course_id=_104329_1&content_i
d=_7388173_1&mode=reset

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