6 literacy experiences for ayaan

Planned learning experience 8 (LITERACY 1)
Child’s/Children’s Name/s: Ayaan
Date: 21/05/19
What is the learning focus?

For Ayaan to develop his awareness of print and understand that it carries a message
through exploring grocery and supermarket catalogues.
To encourage Ayaan to try different food and learn about food that are good and bad for
him. (Educator and parent goals for Ayaan whilst he is attending childcare; Personal
communication, 2019)
To improve Ayaan’s skill in using the scissors the right way.
What is the experience?

Making own grocery shopping bags from cutting out pictures in various supermarket
catalogues.
Why am I planning this experience?

I am planning this experience so that Ayaan can explore reading materials other than books,
as well as encouraging him to pick healthier food choices and talk about this with his peers.
What resources do I need?

-Cut out templates of grocery shopping bags.
-Child safe scissors
-Clag paste and paintbrush
What do I need to do to ensure that this experience meets health and safety
requirements?
To ensure that this experience meets the health and safety requirements, I will always be
supervising Ayaan and other children when they are using the scissors.
When is the best time, place and grouping for this experience?
Indoors during the morning
How will I interact with the child/children to scaffold their learning?

Throughout the experience, I will be asking Ayaan whether what he thinks of his food
choices, asking him why he picked that specific food, and asking him to describe it in detail. I
will also be supporting Ayaan when he is using the scissors as he is unable to do it the right
way. I will correct how he will hold the scissors and encourage to talk about what is in his
grocery bags to other peers as well as compare with them.
How did it go?
Overall the experience went well. As I brought out the catalogues, Ayaan and the other
children were waiting on the table. Ayaan exclaimed ‘wow magazines?! After I explained
what we were going to do, Ayaan took the IGA catalogue and told me that he was going to
cut the banana out. I asked him if he liked bananas and he said ‘yes’ The other children
picked Woolworths and Big W catalogues. Whilst they were cutting, some younger children
needed help using the scissors, and I assisted them. After cutting the pictures out, Ayaan
was excited to paste it on his grocery bag. He showed the others the pictures in his bag and
said, “My mum buys this in Woolworths”. When I asked him to describe the food, he was
describing their colour and taste.
What changes did I observe in the child/children?
I noticed that Ayaan is very talkative amongst his peers. Whenever there is an experience or
an activity on the table, Ayaan socialises more with others to let him know what he is doing
and asking them about what they are doing. I also noticed that he likes to compare his
artwork or drawing with somebody else’s and says “mine is bigger than yours” or “mine has
more pictures than yours”. During the activity, Ayaan was having difficulties adjusting his
grip so that he could hold and use the scissors effectively; as I was correcting him, he found
it much easier to cut.
Ayaan is aware is what kind of food are healthy and unhealthy. He knows the difference
between fruit and vegetables compared to other food such as meat, liquids, and biscuits
and bread. Since some of the catalogues were released during the Easter, the main topic of
conversation was about Easter, chocolates and the Easter bunny.
What will I do next to follow on from this experience to support the child’s/children’s
learning/development/dispositions/relationship?
Overall, the tree learning focus for Ayaan has been achieved. He used a different reading
material other than book effectively as he talked about each of the food he cut out from the
catalogue. His skill of using the scissors can be improved with the support of other
educators and planning proper learning experiences to practice that skill. Although he is
aware of different foods, Ayaan should be supported in mealtimes so that he can try other
food other than his own lunch.
What have I learnt from this experience?

From this experience I have learnt that Ayaan interacts effectively during experiences if he is
joined by other children.
Date: 24/5//19

To promote Ayaan’s home language learning by embedding cultural and bilingual resources
in Telugu through dramatic play.
To encourage Ayaan to try different foods and learn about food that are good for him.
(Educator and parent goals for Ayaan whilst he is attending childcare; Personal
communication, 2019)

Setting up a literacy enriched dramatic play area that involves a restaurant style afternoon
tea scene with menus in English translated in Telugu.

I am planning this experience because Ayaan’s home language (Telugu) is not entirely
promoted and embedded into the centre’s curriculum. I want to be able to make Ayaan’s
cultural and linguistic practices visible in the classroom so that his parents can feel more
welcomed and appreciated.
I picked the afternoon tea scene for dramatic play as this is already embedded into Ayaan’s
routines in the centre, as well as some goals for Ayaan is to try the centre’s food. (Educator
and Parent’s goal)

Print outs of afternoon tea menu – To make at home (and laminated)
Pretend fruits and vegetables
Plates, bowls, cups
requirements?
To ensure that this meets the health and safety requirements, I will set up the experience
before hand and make sure that all the printouts are laminated properly.
The best time and place for this activity is during indoor play in the dramatic home corner.

To scaffold Ayaan’s learning, I will be participating in the dramatic play scene and I will
model saying the words in Telugu first and then explaining the meaning in English after.
When another child joins, I will explain to that child that the menu is printed out in Ayaan’s
home language, but she/he has the option to order her pretend food in English if she/he
prefers.
How did it go?
Overall the experience was fun and gave the children the opportunity to explore languages
other than English. When Ayaan saw the set up, he invited some of his friends to join him in
play. I was just watching them play when Ayaan asked me to come and sit down on the chair
next to him. I told him that I made the menus for Afternoon tea and mentioned that it is
printed in Telugu. When I ordered the milk and said the translation in Telugu, Ayaan
recognised the meaning straight away as he was surprised that I was speaking in Telugu. He
said, “Mamma Mia, you can talk Telugu?” I replied with no I can’t, but I know some of the
words of the fruit and vegetables that are listed in the menu. Ayaan began to identify the
fruits and vegetables in English and asked me to translate them in Telugu.
Ayaan said with “Okay can I have this Pala and Niti? (Water and Milk)” as he ticked the
boxes on the laminated menus. I pretended to fill it up in the drinking station and gave it to
him. He then asked Child 1 if he wanted anything on the menu.
During some time, more and more children joined in and Ayaan did not want to share his
seat as he said that he was still playing. I explained that we all must take turns and invited
him to read a book instead.

I observed right away that Ayaan was happy when I said some words in Telugu. He
understood some of the fruit names but was eager to learn and repeat saying it back. Ayaan
enjoyed the Afternoon Tea scene as he pretended that he was having real afternoon tea
with his friends. He liked ticking and rubbing off the boxes on the laminated paper and he
wanted to order various things. As he was pretending to eat the food he was repeating
“yummy” whilst laughing with his friends on the table.
From this experience, I will continue to support Ayaan’s interest in dramatic play and in
learning some new words in his home language by planning experiences that are literacy
enriched that includes a dramatic play scene.
From this experience I have learned that Ayaan only knows a few basic words in Telugu, can
understand some phrases but cannot speak it fluently. I approached Moni (Ayaan’s Mum)
and told her about this experience as well as showed her the laminated afternoon tea
menus. She gave me good feedback and was happy that I was embedding his home
language into his play.
Date: 30.5.19

through exploring magazines.
For Ayaan to practice his skill of letter recognition. (Literacy and Numeracy Project, Eagle’s
Nest ELC)

The experience is looking at magazines through a magnifying glass and trying to identify and
find the letter the child had chosen. (from the table)

I am planning this experience so that Ayaan can explore a different reading material other
than books especially one that has a lot of images on it. (Observation 1) Ayaan can identify
letters, as well as pictures that represent different meanings as Ayaan can use critical
literacy to work out their meanings.
The Literacy and numeracy project are experiences within the KLA’s (Literacy and Math) the
educational leader developed for the curriculum. the I wanted to extend that my supporting
Ayaan’s skill in letter recognition.

Magnifying glass
Magazines
Magnet letters
Markers
requirements?
To ensure that this experience meets the health and safety requirements I will only put out
2 magnifying glass at a time. I will tell the children they must take turns and to the lids back
on the markers so that it doesn’t get lost or the babies cannot mouth it.
This experience can be done indoors or outdoors. If it is done outdoors, I will set up the
experience on a table and take extra precaution if the babies want to join in.

During the experience, I will ask Ayaan about the things he can see in the magazines, what
catches his eye and why. If he cannot find the letter, he is looking for I will support him by
helping and suggesting where the letters might be.
How did it go?
The experience was implemented outdoors after afternoon teas as Ayaan was sleeping.
When I was setting it up Ayaan waited patiently for me to get all the materials ready.
Before starting, I explained what the magnifying glass and the letters were for. Ayaan was
eager to pick a magazine and get started right away. Ayaan was looking for A in the pile of
letters but after a while he asked me for help. “Catt can you help me find A for my name?”
As I picked out the letter A, he replied, “Yay thanks” and started looking at the magazine
through the magnifying lens. Ayaan kept looking and found a “baby a” is instead of a capital
Letter A instead. He took the marker and started drawing a circle around it. Then he placed
the letter A back and asked me “What letter is your name, Catt?” I replied with C; Ayaan
looked for the letter C for quite a while but this time he did not ask me and found the letter
himself. He took the magnifying glass and started to look again.

I noticed that Ayaan may still ask for help if he find the task too difficult but can also be
persistent sometimes. He was able to identify the letters in his name in both Capital and small
letters. He is also able to identify other capital letters but cannot identify most small letters. In
this experience, Ayaan was more interested in the text instead of the images. He only looked at
the front page and a couple of pages to look for the letters.
To extend this experience, I will plan a similar type but using big story books instead. That
way Ayaan can easily identify the letters as well as critically analyse the meaning of the
images supported with the story/text.

Planning experiences in accordance with the centre’s curriculum program makes it easy as
my fellow educators can give me feedback and support me whenever I need help.
Date: 3.6.19

through exploring food packaging.
For Ayaan to care and appreciate his environment through simple sustainable practices such
as recycling old materials.

The experience is building puzzles out from old recycled cereal boxes and biscuits.

I am planning this experience so that Ayaan can explore different print material other than
books and think critically of what it is used for.
Linking to out planting and gardening project, I would like to promote simple sustainable
practices such as recycling and what we can do to turn old things into something new and
useful.

Cut up cereal and biscuit boxes into various shapes (front only)
requirements?
To meet the health and safety requirement of this experience I will make sure that the
children that are participating in the activity take turns doing each puzzle so that there are
no issues in sharing.
This experience can be conducted indoors or outdoors, and children can take turn doing one
puzzle at a time.

Before the experience I will talk to Ayaan and the other children about recycling. I will ask
them where they think the puzzles came from and ask open ended questions about other
things that we can recycle so that we can be sustainable. I ask them to describe their
puzzles, and what the food boxes are used for and the times we eat them.
How did it go?
Before the experience started, I told Ayaan and the other children to join me at the puzzle table
inside. I told them that I have puzzles that I had brought from home and I asked them to close
their eyes. When I took them out, they opened their eyes and saw the cut-up cardboard. Ayaan
says “What, cereal?” and the other children pointed out that they were not puzzles. I explained
to them that they are recycled boxes from my house, and I had cut them up in pieces for them to
rebuild. I told them about how recycling works and how we can recycle some things to make a
different product or artwork out of it. Ayaan picked the first puzzle, followed by the other
children. Ayaan was familiarising himself with the picture of the cookie box and tried to fit
different pieces into each other. When he couldn’t figure it out, he asked Child 1 to help him. As
Child 1 was helping he finally figured it out as he investigated both the letters and pictures and
tried to match it as close as possible. He than asked me If I could help him, and as soon as he
figured it out, he shouted “Yayy! Can I do another one?”

I observed that Ayaan was not shy to ask his fellow peers for help. He was very persistent
about building the puzzles and will not move on to the next puzzle until he has finished or is
satisfied with how his puzzle looks like. Ayaan was able to identify the letters in “MILO”
when I asked him and well as several letters from other boxes. He enjoys doing experiences
with other children and asks an educator (me) if he is unsure of something.
To follow up from this experience, I will plan an experience regarding creating their own artwork
or poster using recycled materials. This way Ayaan can explore different recyclable materials and
think critically of where to get it from and which type of bin to put it in, and why.
I also will be cutting out more boxes and will be laminating the pieces so that they can last
longer.
From this experience, I have learnt that simple experiences like these can make the most
meaningful ones as the children can manipulate and engage with the resources in different ways.
Date: 5.6.19

through exploring and creating his own maps.
To promote and include Ayaan’s home language learning by embedding cultural and
bilingual resources in Telugu through exploring maps.

Map exploring and map making, using icon legends as a guide (Some popular places
translated in Telugu)

I am planning this experience because Ayaan is interested in learning new things, (Parent
Interview) and I would like to promote Ayaan’s home language through his play.

Map printouts of: Eagle’s Nest ELC- Eschol Park
Local community: Campbelltown
Suburban city: Darling harbour and Circular Quay
Map of Australia and World Atlas
Markers
Sticker Dots
Magnifying glass
requirements?
To ensure that this experience meets the health and safety requirements I will be with
Ayaan, supervising him at all times.
The best time and place for this experience is in the art room (big table space) and in the
morning during language and literacy time.

I will be interacting with Ayaan and asking open ended questions about the maps he is
exploring, asking him places where he wants to go as well as translating some of the map
icons in Telugu.
How did it go?
When Ayaan first saw the setup, the was excited to do the experience. I invited him to sit
down and use the magnifying glass to explore the maps Infront of him. Firstly, he picked the
map printouts. He asked me where all the places are and I explained to him the it is where
our school are, our local community in Campbelltown and our suburban city in Sydney
where circular Quay is. He looked at the Circular Quay map and I invited him to use the
sticker to place it on places he wants to go. I pointed out the Arial view pictures of the
Sydney opera house as well as the Harbour bridge. Ayaan said “Oh opera house! I’ve already
been there before1 and the harbour bridge too!” He then placed a sticker on those places. I
then asked him to explore other places as well and try to spot any ‘Hotals’ near the area. He
asked what that is, and I replied, it means hotel in Telugu. What colour is it on this list and
what does the picture look like? I can see a bed and it’s pink! Ayaan took out the markers
and circled all the hotels near the area. He did the same with the map of Eschol park where
the centre was located, and he circled all the parks around the area. Ayaan also drew on the
map and he said that he was going to visit all the parks.

I noticed that Ayaan was very interested in the experience. He was excited about looking at
different kinds of Maps that he didn’t have time to look at the big world map and the atlas
as they had to have afternoon tea. Ayaan was curious about what the icons means and is
interested what they mean in Telugu. He was persistent in looking for all the icons on the
map and appropriate tools like the magnifying glass has benefited him.
As he did not get to explore the big wold maps and the atlas, I will continue to support his
literacy learning by printing different types of maps and asking the staff If I could out it up on
display somewhere in the room. In that way other children can also learn about maps.
From this experience I learned that I should have given Ayaan more time to explore the maps as
when he left, he asked when we were going to play with maps again.
Date: 6.6.19

To promote Ayaan’s home language learning by embedding cultural and bilingual resources
in Telugu through dramatic play.

Post office dramatic play with letter and post card writing.

I am planning this experience as an extended dramatic play experience from the second
literacy experience.
It will also help Ayaan practice his drawing and writing while he is doing the activity with his
peers.

Mailbox (made from cereal box)
Printout of post office price list
Envelopes, Stickers, Postcard printouts, Stamps
Markers, Glue sticks
requirements?
I am planning to se this up indoors and will be replacing the doll house on top of the table
with the mailbox, and other supplies. I will consult with Roshani and ask her if I could move
some furniture around.
Indoors during language and literacy play time in the morning.

I will interact with Ayaan and the children by explaining the what resources we have and ask
them what they think the dramatic play area is about. I will also support them in writing their
names on the postcards and letters if they needed help. I will also join in the play and pretend to
be the sales lady and ask them for money displayed on the printout when they get an envelope,
postcard letter or stamp.
How did it go?
When I was setting up the experience during the morning, some parents and other children
thbat were arriving were already complimenting on my set up. Most parents said they were
excited to read the daily diary in the afternoon all about the experience. After group time
when the children were asked which area they would like to play in, everyone headed
straight to my experience. I told everyone that they would have a turn each as there were
only four chairs available for them to write a letter. Ayaan sat down and asked me for a
piece of paper to write his letter in. Ayaan told me that he was writing a letter for his mum.
As he was attempting to write the capital letter A, it looked like a H instead. I told him to
add a pointy line on the top so that it would look like an A. After he was finished writing and
decorating his letter, he asked for an envelope and I gave him by saying ‘kavaca’ and did the
same for stamp and post cards. When Ayaan was ready to place his letter in the ‘meyil’ he
said that he was going to write another letter for Meera (sister), his dad and grandparents.

During the experience, Ayaan was talking to his peers around the table as they were all
mentioning who they were going to send the letter to as well as what kind of stickers they
were placing on ther cards and letters. The other children were also curious when I was
talking to them in Telugu, but I explained that it is Ayaan’s home language and I translated it
to English. Ayaan used his creativity by creating multiple letters and postcards as he wanted
to write a letter for his whole family. At the end of the day we emptied out the mailbox and
the children placed their letters in their bags to give to their m=family members.
Following from this experience, I will try to plan more experiences that include promoting
children’s literacy in all curriculum areas.

As I wrote out the daily diary for the day, I realized that even if I do not see some of the
parents often, I still get to have an opportunity to tell them about their children’s day and
reflect on their learning together. Planning appropriate and fun experiences that follows
from the children’s interest is rewarding for me, parents and the children themselves. I also
got compliments from fellow educators about this experience that day and I was very happy
with the result.

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Verwandte Titel

Planned learning experience 8 (LITERACY 1)

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

To improve Ayaan’s skill in using the scissors the right way.

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

What have I learnt from this experience?

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

What have I learnt from this experience?

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

What have I learnt from this experience?

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

Child’s/Children’s Name/s: Ayaan

What is the learning focus?

What is the experience?

Why am I planning this experience?

What resources do I need?

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

What changes did I observe in the child/children?

What have I learnt from this experience?

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