Portfolio 2.3 & 4.3

Portfolio: 2.3 &  4.3

2.3 Sources further information developing&/or collecting resources for literacy and numeracy teaching and learning.

4.3 shows recognition of your own potential projections noting ways to overcome them.

After reading understanding stories: Simple to More Difficult – Talking Literacy Project, Department of Education & Children’s Services, 2008 (downloaded DECD website 15 November 2013) I decided to make up a chart and categorise some key reads for young children o to 5 supporting Numeracy, Literacy, Social and Scientific & Environmental development.

 

Texts supporting scientific & environmental conceptual development	Texts supporting literacy conceptual development	Texts supporting numeracy conceptual  development	Texts supporting social conceptual development	Age appropriate
Tiger –Nick Butterworth -Animal behaviour & characteristics	All			0 - 3
I went walking –Sue Machin -Animal behaviour & characteristics	B	I went walking –Sue Machin -colour		0 - 3
Noisy farm- Rod Campbell -Farm animals	O			0 - 3
	O	Dog in, Cat out – Rubinstein & James -spatial concepts (in & out)		0 - 3
	K	Where is the green sheep? M Fox -size, colour & shape	Where is the green sheep? M Fox -feelings & emotions	0-5 Years
	S	Sunshine & Moonlight – J Ormerod -time  & sequencing	Sunshine & Moonlight – J Ormerod -family routines	2 - 4
Jaspers beanstalk – N Butterworth & M Inkpen Propagation & planting	Develop	Jaspers Beanstalk – N Butterworth & M Inkpen -Size & growth		Pre – School
The Hungry Caterpillar –E Carle -sequence of growing & life-cycle		The Hungry Caterpillar –E Carle -size, days of the week		2 - 4
	L	Handa’s Surprise- E Browne -subtraction to 7 -capacity (full & empty) - sequencing	Handa’s surprise- E Browne -stealing	3 - 4
	I	Ten in the bed – P Dale -subtraction to 10		2 - 4
Diary of a Wombat –J French Animal behaviour & characteristics	T	Diary of a Wombat –J French -Time, days, sequence		3 - 4
Who sank the boat?       P Allen -floating & sinking	E	Who sank the boat? P Allen -          Weight -          Balance		2 - 4
*****Big Rain Coming – K Gerrein -drought, conservation	R	Big Rain Coming – K Gerrein -days of the week, sequencing	-	2 - 4
The Rainbow Fish - M Pfister -marine life	A	The Rainbow Fish -          M Pfister Depth	The Rainbow Fish -          M Pfister -feelings & developing friendship	2 and up
	C	Washing line –         J Alborough -Size & shape		0 -3
	Y	Mum & Dad make me laugh –Nick Sharratt -shapes & patterns		0 - 3
	C		Tough Boris –M Fox -feelings & empathy	0 - 3
	Y	The Rainbow Fish -          M Pfister Counting		2 and up

***** Big Rain Coming – K Gerrein -drought, conservation promotes: Children developing an respectful understanding and acceptance of Indigenous Australian Culture.
Children’s natural interest in books promotes and extends Numeracy and Literacy development.
Who sank the boat? P Allen: Focus on interesting aspects in the text:
  • Comment about the pictures in the story
Who sank the boat?
Which animal do you think is going to sink the boat,                                               could it be a small animal or a large animal?
     • Comments can relate to the child’s experiences.                                                 Have you ever been in a boat?                                                                                       Do you like to go fishing?                                                                                                     • Comments can also serve to teach word meaning.                                                Does your family like going to the beach.                                                                   Isn’t the ocean big, do you think there are lots of fish in the ocean?                           Can you think about what other creatures in the ocean?                                              
  • Expand on child’s comments.                                                                                  Fish swimming?                                                                                                             Yes the fish is swimming in the ocean.
                                                                                                                                       

A key to a successful read-aloud is in selecting books that will bring pleasure to both the child and the adult. In order to reap the benefits of reading with a child, it is important that parents and caregivers know what books are available, and what topics interest the child. Parents' and teachers observations of the child while sharing a book can bring helpful information to future book selections. The earliest start to reading stories to babies is beneficial. I have added a link to show a successful reading session with a baby and how early stories can be read to children. (also in my portfolio)
 

 

 

Cathy Stanbury.

http://www.youtube.com/watch?v=Ocxfcr10n40&feature=player_embedded
http://cathysportfolio.blogspot.com.au                                                                    Reference Understanding Stories: Simple to More Difficult – Talking Literacy Project, Department of Education & Children’s Services, 2008 (downloaded DECD website 15 November 2013)