This blog will give you an insight into the literacy worlds of Briallen, me, and my pseudonym child Rosie.
The key topic through the blog are reading, writing and listening.
Each topic is analysed for both myself and Rosie to display strengths and weaknesses they may have in this area.
From reading this you will be able to see key triggers which allow us to analyse Rosie's abilities as well as a self analysis from me in regards to what I think I have to improve on, what my strengths are and where I can go from here with regards to furthering my literacy learning.
Enjoy!
Monday, March 29, 2010
Reference List
Catley, A (1993) Rabbit
Random House Childrens Books
Tompkins, G (2010) literacy for the 21st Century. A balanced approach
Pearson Education
Smith, Randell, Giles (2003) Where is it safe to play?
Thomas Nelson Australia
Random House Childrens Books
Tompkins, G (2010) literacy for the 21st Century. A balanced approach
Pearson Education
Smith, Randell, Giles (2003) Where is it safe to play?
Thomas Nelson Australia
Voice Recordings
My voice recordings have been uploaded to my RMIT blog as they wont upload here.
Please take a look there, I would link it but it comes up with an error about not having access.
Thanks
Bree
Please take a look there, I would link it but it comes up with an error about not having access.
Thanks
Bree
Sunday, March 28, 2010
Reading - Briallen
Oh how I love nothing more than to be huddled up under a blanket with my mind in another world, another persons head, in a murder mystery or a fantasy war. I found an intense love of oriental history through reading.
My mum is a very big reader, and from an early age always encouraged me to bring home more difficult, longer books and to expand my reading abilities. I always loved fantasy novels and continue now finding new ones to read. I was always well known to borrow 10-15 books from a library because I read so fast that I was always looking for more to satisfy my reading craving.
My reading abilities now involve me being a very, very fast reader. It drives me insane, but I just love so much to get through the book, to find out what is happening that suddenly its over and I’ve read the entire book in less than an hour. The skills that I have to learn would be to slow down for things such as important updates for my job, newspaper articles, smaller writing on pages and textbook reading. I find that with textbooks I have to re-read things because my brain moves so quickly that I just don’t take it in the first time. So now I try to slow down, and attempt to repeat out loud what I’ve just read to make sure that I have definitely processed it.
My mum is a very big reader, and from an early age always encouraged me to bring home more difficult, longer books and to expand my reading abilities. I always loved fantasy novels and continue now finding new ones to read. I was always well known to borrow 10-15 books from a library because I read so fast that I was always looking for more to satisfy my reading craving.
My reading abilities now involve me being a very, very fast reader. It drives me insane, but I just love so much to get through the book, to find out what is happening that suddenly its over and I’ve read the entire book in less than an hour. The skills that I have to learn would be to slow down for things such as important updates for my job, newspaper articles, smaller writing on pages and textbook reading. I find that with textbooks I have to re-read things because my brain moves so quickly that I just don’t take it in the first time. So now I try to slow down, and attempt to repeat out loud what I’ve just read to make sure that I have definitely processed it.
Reading - Rosie
I asked Rosie to read her school reader book out loud for me. When she picked up the book the first word was “is”.
She looked at me and said “I don’t know how to read that” but I suspected she could.
So I asked her to sound the word out. What were the letters? What sound did they make? So she finally just said, “Is it…” and continued to read.
The words that she struggled with were “garden” “teachers” and “fence’”. Though she could not identify what they were she knew the sounds that two letters made together “ga” and “ar” and was able to step through each of the words herself.
With regards to not knowing what garden is, she only sounded out “ga” and then I believe she looked at the picture of a garden and decided the word was garden.
Through out the book when she stopped reading I asked her questions about the book such as “why is the baby safe” which she was able to answer. It showed that she was reading and understanding the meaning of the book. Rosie was able to identify questions not related to what she was reading such as “What are they playing with” or “why can’t the cars get in there” which showed a deeper understanding of the text and relating the pictures to the story.
According to the Young Children’s literacy Development table (Tompkins, 2010) I believe she would fit into the Beginning Stage. She showed the ability to identify letter names and sounds, and was able to decode the words by using start, middle and ending sounds. She was able to self correct when she made a mistake, but there was a few times she missed one or two words and didn’t pick that up.
Please note I have uploaded Rosie's reading to the RMIT Blog as I couldn't do it on this one.
She looked at me and said “I don’t know how to read that” but I suspected she could.
So I asked her to sound the word out. What were the letters? What sound did they make? So she finally just said, “Is it…” and continued to read.
The words that she struggled with were “garden” “teachers” and “fence’”. Though she could not identify what they were she knew the sounds that two letters made together “ga” and “ar” and was able to step through each of the words herself.
With regards to not knowing what garden is, she only sounded out “ga” and then I believe she looked at the picture of a garden and decided the word was garden.
Through out the book when she stopped reading I asked her questions about the book such as “why is the baby safe” which she was able to answer. It showed that she was reading and understanding the meaning of the book. Rosie was able to identify questions not related to what she was reading such as “What are they playing with” or “why can’t the cars get in there” which showed a deeper understanding of the text and relating the pictures to the story.
According to the Young Children’s literacy Development table (Tompkins, 2010) I believe she would fit into the Beginning Stage. She showed the ability to identify letter names and sounds, and was able to decode the words by using start, middle and ending sounds. She was able to self correct when she made a mistake, but there was a few times she missed one or two words and didn’t pick that up.
Please note I have uploaded Rosie's reading to the RMIT Blog as I couldn't do it on this one.
Wednesday, March 24, 2010
Writing - Rosie
Rosie’s writing is neat and straight when she writes with no lines. The letters are all evenly spaced and each one is clearly distinguishable.
There were words that she could not spell such as butterfly. However she can copy letters quite neatly if you write them down for her.
Some common trends I found were she sometimes used capitals and lower case letters in the same word. (Refer to the scanned image, down the bottom “holiday”)
She writes Y’s on the same line as smaller letters such as a and b. I presume from this that they have just started learning how to drop the Y’s so that they appear lower than the text. The reason I presume they’ve just started is because out of four words with y’s, two were at the same level (Word – Holiday and daddy), but one was slightly lower down (Word – Butterfly)
Rosie seemed content to write words and show off her writing skills. She appeared to enjoy the writing and took her time not rushing anything.
According to the Young Children’s literacy Development table (Tompkins, 2010) I believe she would be in between the emergent and beginning stages.
She was able to write from left to right, and used capital letters. However she couldn’t always re-read everything she wrote and never used punctuation. She preferred to write single words rather than a whole sentence.
There were words that she could not spell such as butterfly. However she can copy letters quite neatly if you write them down for her.
Some common trends I found were she sometimes used capitals and lower case letters in the same word. (Refer to the scanned image, down the bottom “holiday”)
She writes Y’s on the same line as smaller letters such as a and b. I presume from this that they have just started learning how to drop the Y’s so that they appear lower than the text. The reason I presume they’ve just started is because out of four words with y’s, two were at the same level (Word – Holiday and daddy), but one was slightly lower down (Word – Butterfly)
Rosie seemed content to write words and show off her writing skills. She appeared to enjoy the writing and took her time not rushing anything.
According to the Young Children’s literacy Development table (Tompkins, 2010) I believe she would be in between the emergent and beginning stages.
She was able to write from left to right, and used capital letters. However she couldn’t always re-read everything she wrote and never used punctuation. She preferred to write single words rather than a whole sentence.
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