Look see, look at me! (Norrington & Huxley, 2010), a post-modern picture book was chosen as the focus text for this English unit. This unit was designed for a Prep class that consists of 25 students with varying ability levels. The explicit teaching focus of this unit is for students to identify and produce rhyming words (ACARA, 2014). The in-depth study of rhyming books has been identified as crucial to students developing an understanding of the language and spelling patterns used in rhyme (Emmitt, Hornsby & Wilson, 2013).
Look see, look at me! (Norrington & Huxley, 2010) was commended in 2011 in both the Early Childhood and Picture Book categories of the CBCA Book of the Year awards. This text is beautifully illustrated, with simple …show more content…
Students in Prep year often find writing tiring, consequently short, frequent writing tasks were included (Winch, Johnston, March, Ljungdahl & Holliday, 2010). Students’ engagement in this unit is ensured by their natural enjoyment of rhyme (Winch et al., 2010). Understanding rhyme has been identified as an important component in developing phonological awareness, which is foundational to future success in spelling and reading (Edelen-Smith, 1997; Winch et al., 2010). Engaging in this unit will assist students in making connections between oral language and written text; a key learning task of early primary students (Winch et al., 2010).
Following the Multiliteracy Pedagogy Framework and integrating the Four Resources framework has ensured a balanced literacy curriculum (Harris, Turbill, Fitzsimmons, & McKenzie, 2006). To equip students to become successful readers they must become proficient in each of the four reading practices (Harris et al., 2006). This unit of work follows the whole-part-whole strategy, incorporating modelled, shared, guided and independent reading and writing activities (Harris et al.,
Look see, look at me! (Norrington & Huxley, 2010) was commended in 2011 in both the Early Childhood and Picture Book categories of the CBCA Book of the Year awards. This text is beautifully illustrated, with simple …show more content…
Students in Prep year often find writing tiring, consequently short, frequent writing tasks were included (Winch, Johnston, March, Ljungdahl & Holliday, 2010). Students’ engagement in this unit is ensured by their natural enjoyment of rhyme (Winch et al., 2010). Understanding rhyme has been identified as an important component in developing phonological awareness, which is foundational to future success in spelling and reading (Edelen-Smith, 1997; Winch et al., 2010). Engaging in this unit will assist students in making connections between oral language and written text; a key learning task of early primary students (Winch et al., 2010).
Following the Multiliteracy Pedagogy Framework and integrating the Four Resources framework has ensured a balanced literacy curriculum (Harris, Turbill, Fitzsimmons, & McKenzie, 2006). To equip students to become successful readers they must become proficient in each of the four reading practices (Harris et al., 2006). This unit of work follows the whole-part-whole strategy, incorporating modelled, shared, guided and independent reading and writing activities (Harris et al.,