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Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
Week 2: Support for Emerging Literacy
Resource title Sign on Sheet for Children (Ages 3 – 7 years)
What is the resource? This is a register of children names, with space to
practice representing their name using scribble,
invented or conventional spelling.
Sign in sheet, (2014)
http://www.highscope.org/Content.asp?ContentId=516
How is this resource used in
children’s literacy
development?
This resource could be used on arrival at the setting or
to sign on for activities.
This experience provides a meaningful and purposeful
opportunity for children to make marks and begin
writing. By tapping into children’s desire to imitate the
literate behaviours of significant adults, it encourages
children to understand literacy’s applicability to
everyday life and allows them to begin forming their
literate identities (Whitehead & Whitehead, 2009).
What are the benefits and
limitations of the resource?
Benefits:
Can provide evidence of the gradual
development of writing
Provides a way for children to understand that
symbols such as letters can communicate
meaning and serve a useful purpose (DEEWR,
1
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
2009).
Capitalises on the familiar and motivating
context of using children’s names to explore
the alphabetic principle and other conventions
of writing (Connor, 2011).
Limitations
If not appropriately scaffolded by educators,
this experience can become meaningless.
Parents and/or children can make unfair
comparisons about individual children’s skill
level
What academic links support
the resource being useful?
Links to The Australian Curriculum
“Know that spoken sounds and words can be written
down using letters of the alphabet and how to write
some high-frequency sight words and known words
(ACELA1758)”
“Produce some lower case and upper case letters
using learned letter formations (ACELY1653)”
(ACARA, n.d.)
Links to the Early Years Learning Framework (EYLF)
Outcome 5. 4 - Children begin to understand how
symbols and pattern systems work (DEEWR, 2009,
p.42).
Outcome 5.2 - Children engage with a range of texts
and gain meaning from these texts (DEEWR, 2009,
p.41)
Becoming Literate Newsletter (Connor, 2011) http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
2
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
content/uploads/2012/05/EYLFPLP_E-
Newsletter_No18.pdf
Stars are Made of Glass Resource (Arthur et al., 2010)
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/05/RIP1002_EYLFsample.pdf
Children develop literacy skills as they engage in play
and through interactions with others. At this stage,
everyday routines and exposure to literacy materials is
beneficial – especially if an adult is available to
interact.
Emerging Literacy (Whitehead & Whitehead, 2009)
Week 2: Contemporary Resource
Resource title ABC Reading Eggs (Ages 4-11years)
What is the
resource?
Reading Eggs is an online program/app of play-based literacy
lessons
http://readingeggs.com.au/
How is this
resource used in
children’s literacy
development?
The program can be used for individual children/pairs on a
computer or iPad or used as part of a whole class lesson on an
interactive whiteboard.
Reading Eggs is a fun way for children to work on areas essential
for learning to read: phonemic awareness and phonics, sight
words, vocabulary, fluency and comprehension (McLachlan et al.,
2012; Reading Eggs, 2014).
What are the
benefits and
Benefits:
3
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
limitations of the
resource?
Interactive, ICT and play based format are engaging and
motivate literacy learning (Passey et al., 2003).
Could provide connections with home literacy experiences
which increases feelings of belonging in the educational
setting (Gee, 2004 as cited in McLachlan et al, 2012 &
DEEWR, 2009).
Limitations:
Cost and availability of setting resources may be an issue
Educator, families’ and setting’s attitudes and values
regarding the use of ICT for young children needs to be
considered (Yelland, 2008).
Can be used inappropriately – it must be balanced with other
authentic literacy experiences (Waugh & Joliffe, 2013)
What academic
links support the
resource being
useful?
Links to The Australian Curriculum
Recognise rhymes, syllables and sounds (phonemes) in
spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are
lower and upper case letters (ACELA1440)
Australian Curriculum: General Capabilities – ICT capabilities
“Students develop ICT capability as they learn to use ICT
effectively and appropriately to access, create and communicate
information and ideas, solve problems and work collaboratively in
all learning areas at school, and in their lives beyond school”.
http://www.australiancurriculum.edu.au/english/general-
capabilities
Links to the EYLF
4
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
Outcome 5: Children are Effective Communicators.
“Children use information and communication technologies to
access information, investigate ideas and represent their thinking”
(DEEWR, 2009, p.44).
“Children begin to understand how symbols and pattern systems
work” (DEEWR, 2009, p.43).
The Motivational Effect of ICT on Pupils (Passey et al., 2003) http://www.canterbury.ac.uk/education/protected/spss/docs/motiv
ational-effect-ict-brief.pdf
Literacy in Early Childhood and Primary Education: Issues, challenges, solutions (McLachlan et al., 2012)
Rethinking learning in early childhood education (Yelland, 2008)
The pedagogy of teaching English in the primary school (Waugh & Joliffe, 2003)
Week 3: Teaching Practices/Pedagogy
Resource title Provision of Literacy Rich Environments (All ages)
What is the
resource?
Literacy rich environments immerse children in meaningful
opportunities to read, write, view, speak and listen, through
natural interaction with the physical environment, routines and
play experiences.
5
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
http://www.earlychildhoodnews.com/earlychildhood/
article_view.aspx?ArticleID=481
How is this
resource used in
children’s literacy
development?
Literacy rich environments incorporate print and the need to use
language and writing into all areas of the environment and
program. These environments emphasise literacy as a natural
process that evolves without the need for explicit instruction
(Snow, 2008). The meaningful and in context literacy skills learnt
in these kind of environments foster understandings of
multiliteracies, the alphabetic principle, and the uses of print
(Snow, 2008 & Arthur et al. 2010).
What are the
benefits and
limitations of the
resource?
Benefits
These environments communicate to children that
literacy is a crucial part of everyday life (Neuman, 2004)
Assists children to develop understandings of the use
and purpose of print (Scholastic, 2013).
Limitations
Literacy rich environments are not enough on their own.
They require the careful scaffolding of an educator to
make concepts more explicit (Scholastic, 2013).
What academic
links support the
resource being
useful?
EYLF Links
Outcome 5.2: Children engage with a range of texts and gain meaning from these texts
“Provide a literacy-enriched environment including display print
in home languages and Standard Australian English”
(DEEWR, 2009, p.41)
Links to The Australian Curriculum
“Know that spoken sounds and words can be written down using
6
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
letters of the alphabet and how to write some high-frequency
sight words and known words (ACELA1758)”
(ACARA, n.d.)
The effect of print-rich classroom environments on early literacy growth. (Neuman, 2004)
http://web.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/
pdfviewer/pdfviewer?sid=63cf9eaa-2e7c-41f9-b225-
8a0a76a06ab1%40sessionmgr4003&vid=4&hid=4107
Staff workshop teacher handout: Integrating a print-rich environment in Early Childhood programming. (Scholastic, 2013)
http://www.scholastic.com/teachers/article/staff-workshop-
teacher-handout-integrating-print-rich-environment-early-
childhood-programmin
What Counts as Literacy in Early Childhood (Snow, 2008)
Stars are Made of Glass Resource (Arthur et al., 2010)
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/
uploads/2012/05/RIP1002_EYLFsample.pdf
Above two sources link to literacy in the early years being
embedded in play, interactions with the environment and
relationships.
Week 3: Teaching Practices/Pedagogy
Resource title Reciprocal Teaching (6 years +)
What is the
resource?
Reciprocal teaching is a teaching practice that utilises the four
strategies: predicting, clarifying, predicting and summarising to
develop students’ comprehension skills.
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Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
Reciprocal Teaching Comprehension Strategies cue Card/Poster (n.d.)
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/
student/reciprocalmore.pdf
How is this
resource used in
children’s literacy
development?
Reciprocal teaching usually involves a small group of children
working with a teacher to practice using the strategies of reading
comprehension. The group reads a short passage of text, and
then the teacher models how to lead a discussion using the four
strategies. Then the process is repeated with the teacher
stepping back and the role of the ‘teacher’ rotated around the
group (Williams, 2010). Once students are familiar with the use
of the strategies in the group context, they will over time move to
using these strategies in independent reading tasks. The
principles of reciprocal teaching are linked to Vygotsky’s Zone of
Proximal Development (ZPD) and Wood, Bruner and Ross’
theory of scaffolding (Seymour & Osana, 2003).
What are the
benefits and
limitations of the
resource?
Benefits
Using the four strategies allows students to become
more aware of their own comprehension and increases
their understanding of texts
The scaffolding aspect of reciprocal teaching allows
8
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
students to gain confidence and understanding in a
supportive environment (WA Department of Education,
2013b).
Comprehension leads to greater motivation and
confidence with reading (Victorian Department of
Education, 2007).
Reciprocal teaching can be adapted to use with younger
children who are not yet reading by teaching the
strategies in engaging and tangible ways, often during
whole class read-aloud sessions (Myers, 2005; Stricklin,
2011).
Limitations
Also requires reflective discussion of what strategies
were most helpful in certain situations to make it clear to
students that proficient readers do not use all of these
strategies every time they read (Stricklin, 2011).
This teaching practice requires a lot of initial modeling
and explicit teaching of strategies
What academic
links support the
resource being
useful?
Links to The Australian Curriculum
“Read supportive texts using developing phrasing, fluency,
contextual, semantic, grammatical and phonic knowledge and
emerging text processing strategies, for example prediction,
monitoring meaning and rereading (ACELY1659)”
“Use comprehension strategies to build literal and inferred
meaning about key events, ideas and information in texts that
they listen to, view and read by drawing on growing knowledge
of context, text structures and language features (ACELY1660)”
(ACARA, n.d.)
Links to the EYLF
9
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
Outcome 5.2 – Children engage with a range of texts and gain
meaning from these texts
“explore texts from a range of perspectives and begin to analyse
the meanings”
(DEEWR, 2009, p.41)
Reciprocal Teaching procedures and principles: two teachers’ developing understanding (Seymour & Osana, 2003).
http://www.sciencedirect.com.ezproxy.lib.swin.edu.au/science/
article/pii/S0742051X03000180
Links to theory – Vygotsky’s ZPD and Bruner’s scaffolding
Hands-On Reciprocal Teaching: A Comprehension Technique (Stricklin, 2011).
The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal teaching adapted for kindergarten students, (Myers, 2005).
The above two sources provide ideas about how to make
reciprocal teaching engaging and more appropriate for younger
children.
More about reciprocal teaching (Victorian Department of Education, 2007)
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/
student/reciprocalmore.pdf
WA First Steps Reading Resource Book
http://www.det.wa.edu.au/stepsresources/detcms/navigation/
first-steps-literacy/?oid=MultiPartArticle-id-13602018
Taking on the Role of Questioner: Revisiting Reciprocal Teaching. (Williams, 2010).
10
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
Week 4: Literacy Assessment Instrument # 1
Resource title Literacy Portfolio (Ages 3years +)
What is the
resource?
A portfolio is a collaborative collection of individual children’s
work samples that demonstrate their literacy learning. It is added
to over time, with a balance of finished products, such as
narratives and drawings and samples that reflect the process of
learning, such as writing plans and photographs (WA
Department of Education, 2013a). Teachers also add
observational information, and evaluative notes are included for
all samples, with the input and reflection of the students, families
and peers used.
http://www.eduplace.com/rdg/res/literacy/assess6.html
How is this
resource used in
children’s literacy
development?
The literacy portfolio can be used as formative assessment and
as a valuable tool for student’s self -assessment. The portfolio
can also act as a springboard for conferences between students,
teachers and families (McLachlan et al., 2012).
What are the
benefits and
limitations of the
resource?
Benefits:
This is an authentic assessment tool that situates literacy
learning in meaningful and social contexts
Provides a powerful and graphic way to document
children’s learning (DEEWR, 2009).
Limitations
Truly successful implementation of portfolios relies on
the teacher having a congruent understanding of literacy
11
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
as co-constructive (Roe & Vukelich, 1998).
Has the potential to become an unproductive collection
of material if samples are not selected to demonstrate
change, progress or new information and learning (Fleet
& Torr, 2007)
Can be quite time consuming for teachers
What academic
links support the
resource being
useful?
Links to The Australian Curriculum
Achievement Standards and work samples provide teachers
with guidance for assessment.
http://www.australiancurriculum.edu.au/english/achievement-
standards
“Reread student's own texts and discuss possible changes to
improve meaning, spelling and punctuation (ACELY1662)”
(ACARA, n.d.)
EYLF Links:
Outcome 4.4 Children resource their own learning through
connecting with people, place, technologies and natural and
processed materials
“ Use feedback from themselves and others to revise and build
on an idea” (DEEWR, 2009, p.37)”
Literacy Assessment: Understanding and Recording Meaningful Data (Fleet & Torr, 2007)
Highlights importance of collecting focused and meaningful
information
Literacy in Early Childhood and Primary Education: Issues, challenges, solutions (McLachlan et al., 2012)
WA First Steps Linking Assessment, Teaching and Learning
12
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
http://www.det.wa.edu.au/stepsresources/detcms/navigation/
first-steps-literacy/?oid=MultiPartArticle-id-13602018
Literacy portfolios: challenges that affect change (Roe & Vukelich, 1998)
http://go.galegroup.com.ezproxy.lib.swin.edu.au/ps/i.do?
action=interpret&id=GALE|
A20586802&v=2.1&u=swinburne1&it=r&p=AONE&sw=w&authC
ount=1
This source discusses some challenges in implementing
portfolio assessment – particularly in relation to making sure it is
meaningful and purposeful.
Week 5 – Oral Language – Encouraging Vocalisations and Talk in Early Childhood Settings
Resource title Sustained Shared Conversations (All ages)
What is the
resource?
Sustained shared conversations are extended interactions
between educators and children that enhance children’s thinking
and allow opportunities to work together collaboratively on
challenges (Touhill, 2012).
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/
uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf
How is this
resource used in
children’s literacy
development?
Educators need to be able to harness opportunities for sustained
shared conversations during play and routines. Educators assist
children to extend on conversations using strategies such as
asking open-ended questions, displaying genuine interest and
clarifying ideas (ECA, n.d. & Siraj-Blatchford, 2009). Sustained
shared conversations reflect a Vygotskian perspective to
extending on children’s talk and understandings (Siraj-
Blatchford, 2009).
13
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
What are the
benefits and
limitations of the
resource?
Benefits
Encourages children to use a wider vocabulary and more
complex sentence and grammatical structures (Tassoni
& Hucker, 2005).
Encourages children to use talk to express their ideas
and hypotheses
Sustained shared conversations and thinking have been
linked to improved cognitive outcomes for children
(Touhill, 2012)
Limitations
Without careful planning and thought, it can be difficult
to ensure that all children have regular opportunities to
engage in this type of conversation (Touhill, 2012)
What academic
links support the
resource being
useful?
Links to the EYLF
“Early childhood educators…engage in sustained shared
conversations with children to extend their thinking” (DEEWR,
2009, p.15)
Outcome 5.2 Children interact verbally and non-verbally with
others for a range of purposes
“Engage in sustained communication with children about ideas
and experiences, and extend their vocabulary” (DEEWR, 2009,
p.40)
Links to ACECQA
http://files.acecqa.gov.au/files/National-Quality-Framework-
Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
“Educators are actively engaged in children’s learning and share
decision making with them. They use everyday interactions with
children during play, routines and ongoing projects to stimulate
children’s thinking and to enrich their learning” (ACECQA, 2011,
14
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
p. 124).
Links to The Australian Curriculum
“Engage in conversations and discussions, using active listening
behaviours, showing interest, and contributing ideas, information
and questions (ACELY1656)”
“Listen for specific purposes and information, including
instructions, and extend students’ own and others' ideas in
discussions (ACELY1666)”
(ACARA, n.d.)
This study found that educator/child verbal interactions were a crucial indicator of quality early childhood settings:
http://www.ioe.ac.uk/research/153.html
The value of sustained shared conversations is carried through
into the primary school environment as evidenced in the First
Steps Speaking and Listening Resource Book:
http://www.det.wa.edu.au/stepsresources/detcms/navigation/
first-steps-literacy/?oid=MultiPartArticle-id-13602018
Planning play and the early years (Tassoni & Hucker , 2005).
Sustained shared thinking (Touhill, 2012)
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/
uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf
Siraj-Blatchford (2009)
http://eprints.ioe.ac.uk/6091/1/Siraj-
Blatchford2009Conceptualising77.pdf
Links to theory – sustained conversations use a Vygotskian
perspective (ZPD, scaffolding)
15
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
How do we support children’s sustained shared thinking? (Early Childhood Australia, n.d.). http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.p
df
Week 6 – Speaking and Listening (Primary)
Resource title Story Stones
What is the
resource?
Story stones are stones painted with pictures to stimulate ideas
for story-telling.
Story stones (n.d.)
http://childrensbooksdaily.com/story-starters-story-stones/
How is this
resource used in
children’s literacy
development?
Story stones can be used in a variety of ways to stimulate
speaking and listening. For example, a small group of primary
aged children could use story stones in a bag to tell a
progressive story. Each student would pull out a stone and use
the picture to stimulate their contribution to the story, before
passing it onto the next student.
What are the
benefits and
limitations of the
resource?
Benefits
Assists children to practice active listening skills so that
their contribution is a logical addition to the story
16
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
(Department of Education WA, 2013c; Kirkland &
Patterson, 2005)
Builds students’ knowledge of narrative structure
(Department of Education WA, 2013c)
The concrete nature of the resource provides children
with a tangible stimulus for developing ideas, reflecting
the theory of Bruner (ref needed)
Recorded stories could be used to stimulate discussions
and the explicit teaching of skills such as active listening,
structuring sentences etc. (Department of Education WA,
2013c).
Limitations
Provision of the resource needs to be supplemented with
scaffolding from the teacher to reap full benefits
(Gelmini-Hornsby, 2012).
What academic
links support the
resource being
useful?
Links to The Australian Curriculum
“Make short presentations using some introduced text structures
and language, for example opening statements (ACELY1657)”
“Listen for specific purposes and information, including
instructions, and extend students’ own and others' ideas in
discussions (ACELY1666)”
(ACARA, n.d.)
Links to the EYLF
Outcome 5.3 – Children express ideas and make meaning using
a range of media
“ Use the creative arts such as…storytelling to express ideas
and make meaning” (DEEWR, 2009, p.42)
WA First Steps Speaking and Listening Resource Book
17
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
http://www.det.wa.edu.au/stepsresources/detcms/navigation/
first-steps-literacy/?oid=MultiPartArticle-id-13602018
Developing oral language in primary classrooms. (Kirkland & Patterson, 2005).
Scaffolding children's collaborative story-telling through constructive and interactive story-making (Gelmini-Hornsby, 2012).
http://etheses.nottingham.ac.uk/3911/
Week 6: Speaking and Listening (Primary)
Resource title Class Meetings (Primary)
What is the
resource?
Class meetings are a regular opportunity for students to discuss
issues of importance in a whole group situation.
Class Meeting (2012)
http://walkerlearning.com.au/info/sites/default/files/Strategies
%20and%20Tips%20For%20a%20Successful%20Class
%20Meeting.pdf
How is this
resource used in
children’s literacy
development?
Regular class meetings would be held, in which children would
have an active role in using speaking, listening and other literacy
skills. Children would all have opportunities to contribute, with a
roster for roles such as chairperson and recorder. When children
discuss issues and ideas in a group setting it allows them to
articulate and extend on partially formed ideas and function at a
higher level than what they would achieve independently, which
18
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
is a reflection of Vygotsky’s theories regarding peer learning
(Hubbard et al, 2012).
What are the
benefits and
limitations of the
resource?
Benefits
All students have opportunities to contribute and are
motivated to do so because of the relevance to everyday
life and interests
Provides opportunities to develop and practice speaking
and listening skills such as using appropriate tone and
volume; indicating desire to contribute; taking turns;
active listening; extending on others’ ideas etc. (Early
Life Foundations, n.d.; Department of Education WA,
2013c)
Provides opportunities for both planned speaking and
unplanned discussion (Department of Education WA,
2013c).
Limitations
Requires a lot of modeling and scaffolding from the
teacher when first introducing this experience to
students
What academic
links support the
resource being
useful?
Links to The Australian Curriculum
“Use interaction skills including listening while others speak,
using appropriate voice levels, articulation and body language,
gestures and eye contact (ACELY1784)”
“Make short presentations using some introduced text structures
and language, for example opening statements (ACELY1657)”
“Engage in conversations and discussions, using active listening
behaviours, showing interest, and contributing ideas, information
19
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
and questions (ACELY1656)”
“Use interaction skills including initiating topics, making positive
statements and voicing disagreement in an appropriate manner,
speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)”
(ACARA, n.d.)
Links to the EYLF
Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purposes
“express ideas and feelings and understand and respect the
perspectives of others” (DEEWR, 2009, p.40)
Outcome 5.3 Children express ideas and make meaning using a range of media
“teach children skills and techniques that will enhance their
capacity for self-expression and communication.” (DEEWR,
2009, p.42)
WA First Steps Speaking and Listening Resource Book
http://www.det.wa.edu.au/stepsresources/detcms/navigation/
first-steps-literacy/?oid=MultiPartArticle-id-13602018
Teaching speaking and listening in the primary school (Hubbard et al., 2012)
Strategies and Tips for a Successful Class Meeting (Early Life Foundations, n.d.). http://walkerlearning.com.au/info/sites/default/files/Strategies
%20and%20Tips%20For%20a%20Successful%20Class
%20Meeting.pdf
20
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
References
ACARA. (2013). Australian Curriculum: Foundation to Year 10 Curriculum: English.
Retrieved from: http://www.australiancurriculum.edu.au/english/Curriculum/F-10
21
Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2
ACARA. (2013). Australian Curriculum: General Capabilities. Retrieved from:
http://www.australiancurriculum.edu.au/english/general-capabilities
Arthur, L., McArdle, F. & Papic, M., (2010). Stars are made of glass: Children as capable
and creative communicators, Supporting the Early Years Learning Framework.
Retrieved from:
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/
RIP1002_EYLFsample.pdf
Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the
National Quality Standard. Sydney: ACECQA. Retrieved from:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-
Guide-to-NQS-130902.pdf
Blake e-Learning (2014). ABC Reading Eggs. Retrieved from: http://readingeggs.com.au/
Connor, J., (2011). Becoming Literate. The Early Years Learning Framework Professional
Learning Program e-Newsletter No. 18 2011. Retrieved from:
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/
EYLFPLP_E-Newsletter_No18.pdf
Cowdy, T. (2012). Class Meeting [online image]. Retrieved from:
http://www.tashacowdy.com/2012/05/27/the-importance-of-class-meetings/
Department of Education, Employment and Workplace Relations (2009). Belonging, being
and becoming: the early years learning framework for Australia. Canberra: DEEWR
Early Childhood Australia. (n.d.). How do we support children’s sustained shared thinking?
Retrieved from: http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.pdf
Early Life Foundations, (n.d.). Strategies and Tips for a Successful Class Meeting. Retrieved
from: http://walkerlearning.com.au/info/sites/default/files/Strategies%20and%20Tips
%20For%20a%20Successful%20Class%20Meeting.pdf
Fleet, A., & Torr, J. (2007). Literacy assessment: Understanding and recording meaningful
data. In L. Makin, C.J. Daz & C. McLachlan (eds.), Literacies in early childhood:
Changing views, challenging practice. Chatswood, NSW: Elsevier.
Gelmini-Hornsby, G., (2012). Scaffolding children's collaborative story-telling through
constructive and interactive story-making. PhD thesis, University of Nottingham.
Retrieved from: http://etheses.nottingham.ac.uk/3911/
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