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Literacies in Early Childhood

Literacy Activity Day Reflection

Student Name: Mariam Juma Alaleeli.

Student ID: H00297920

Teacher name: Robin Ogdol;

Course Code: ECE-3003

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Contents:
Introduction ........................................................................................................

Activities based on multiple intelligences theory ..............................................

Assessment strategies..........................................................................................

Strengths in the lesson.........................................................................................

Challenges and difficulties..................................................................................

Concusion............................................................................................................

Activity pictures...................................................................................................

Lesson Plan .........................................................................................................

Reference ...........................................................................................................
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For Literacies in Early Childhood course, we assigned to prepare for literacy day.

Wednesday, May 2 was the literacy day, each group took one situation in F block decorated for a

particular story and planed for activities that based on multiple intelligence approaches. We

assigned to do “My grandma’s Farm” story situation, therefore, I and my colleague Saud and

Moze participate and collaborate together as a group to prepare a suitable environment that

attached with the “My grandma’s Farm” story concept. For example, we sit up the tent, palm and

animals to make the station look like a story events as well as we prepared useful activities to

incorporate an aspect of Gardner's Multiple Intelligences.

According to Howard Gardner’s theory of multiple intelligences, he stated that “Human

potential can be tied to one’s preferences to learning; thus, Gardner’s focus on human potential

lies in the fact that people have a unique blend of capabilities and skills (intelligences)" (Howard

Gardner’s, n.d.). In other words, Howard Gardner’s consider that each child has a unique style to

learn and each one has a different intelligence than other. I really realized that because in literacy

day, when I and my colleagues bring a group of children to the activity corner I saw each child

directly went to the activity he\ she like. For instance, I observed that Shad is logical-

mathematical style because she went to puzzle activity that based on the thinking and exploration

(look at figure 1). In addition, I notice that Abdallah is musical learning style because when I

asked him to move from source graph activity he refusal, he likes to play with instruments and

create a rhythm (look at figure 2). So, I think it’s good to prepare multiple activities that include

different learning style because each child has his or her way to learn.

Figure 1: Figure 2:
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Based on multiple intelligences theory I and my colleagues provided a different activity

that meets children needs and provided different learning styles that attach which each children

intelligence. Five of activities are explained below.

Graphic score Activity. (look at figure 3)

Learning objectivity: Figure 3:

- KLCP1: read environmental print correctly. (ADEC, 2014)

- KLCP2: understand that print differs from pictures by using

one-to-one correspondence when reading. (ADEC, 2014)

- KLPA1: listen to and generate rhyming. (ADEC, 2014)

- KLTC3: listen actively and participate in whole class

conversations with a partner or with a small group.

(ADEC, 2014)

- KLTC8: recite chants, short poems and rhymes in groups. (ADEC, 2014)

The purpose of activity:

Through this activity, children will learn to enhance reading and language art skills

with these organizational graphs and charts. As well as, it supports children with

understanding the readings environment print. For instance, the will comprehension that

animal indicates one of music instrument. For example, chicken illustrates the triangle

instrument. Furthermore, it encourages children to create their own pattern of rhythm by

arranging the farm animal’s pictures.

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Which intelligence dose activity promote:

- Visual-Spatial: when the children see the animal’s pictures in the graph score and music

instruments. (Howard Gardner’s, 1983).

- Bodily-kinesthetic: when the children use their hand effectively to bite the instruments.

As well as, when children develop their fine and motor skill when they use their hand to

hold the instruments. (Howard Gardner’s, 1983).

- Musical: when the children show sensitivity to rhythm and sound and make the rhythms

by using musical instruments such as a drum. (Howard Gardner’s, 1983).

- Interpersonal: when the children collaborate with a group member to follow the graph

score rhythm. (Howard Gardner’s, 1983).

Fishing Activity. (look at figure 4)

Figure 4:
Learning objectivity:

- K1NS2: represent quantities from 1-10 using concrete

materials. (ADEC, 2014)

- K1NS3: count sets of 10 objects. (ADEC, 2014)

- K1NS4: written numerals from 1-10. (ADEC, 2014)

- KLTC3: listen actively and participate in whole class

conversations with a partner or with a small group. (ADEC, 2014)

- KWC3: hold pencil or marker efficiently to begin approximated writing. (ADEC, 2014)
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The purpose of activity:

Through this activity, children will learn to add and subtract operation in an

interesting way, by fishing the animals’ pictures. In addition, it’s encouraged children

to learn respect peer, what I mean is when children play together they will learn who to

wait for their tern and respect

Which intelligence dose activity promote:

- Visual-Spatial: when children see the counting cards, numbers and animal’s images.

- Bodily-kinesthetic: when the children move their hands and small muscles such as fingers

to fish the animals and when they count by using their fingers.

- Logical-Mathematical: when the children develop their thinking to solve the calculation

in adding and subtract.

- Interpersonal: when children work in peer and wait for his\her trend.

Words Game activity: (look at figure 5, 6,7,8)

Figure 5:

Learning objectivity:

- KLCP3: use directionality left to right, top to bottom when

engaged in reading and writing or play. (ADEC, 2014)

- KLLK3: use efficient and consistent motion to form letters.

(ADEC, 2014)

- KLP1: generate beginning consonant sounds in words and match

sounds to a letter when writing. (ADEC, 2014)

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- KLP3: recognize and use beginning and ending consonant sounds in words and match

them to a letter. (ADEC, 2014)

- KLTC3: listen actively and participate in whole class conversations with a partner or with a

small group. (ADEC, 2014)

- KWC3: hold pencil or marker efficiently to begin approximated writing. (ADEC, 2014)

The purpose of activity:

In this activity, children will learn the words meaning when they see the pictures

that explain the words. For example, if the child sees the picture of “Grandma” next to

the pictures here they will have deep comprehension about the meaning of words. By

and large, children will know the familiarity of left-to-right directionally when they

trace the words. Moreover, learn the letters sound when children complete missing

letter activity here the child will promote understanding of letter-sound correspondence.

For example, if child complete the word D-g he \ she will try to pronounce each sound

of the letter and identify the right missing letter.

Which intelligence dose activity promote:

- Interpersonal: when the children collaborate, talk, play together and interact.

- Linguistic: when the children learn new words such as grandma, cow, sheep etc. Also,

when they develop their writing skills by trace the words. More to the point, promote

their speech and social skill when they talk and describe what they see in the picture for

their friends (look at figure 6). (Howard Gardner’s, 1983).

Figure 6: Figure 7: Figure 8:

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Puzzle Game. (look at figure 9)

Figure 9:

Learning objectivity:

- Develop children imagination and thinking skill.

- Promote children social skill.

- Develop children language when they interact with each other.

The purpose of activity:

Puzzle activity is the fundamental activity for children in this period (4 to 5 years)

because it supports their hand-eye coordination when children flip, turn, remove, etc.

pieces of the puzzle, they are learning the connection between their hands and their

eyes. One other word, the eyes see the puzzle, and the brain then envisions how the

puzzle needs to look or what piece needs to be found and placed. Then the brain, eyes,

and hands work together to find the piece, manipulate it accordingly, and fit it into the

puzzle accurately (Early Child, 2009). In addition, puzzle activity encourages children

to think, solving-problem and learn who to interfere with materials to build knowledge

independence. Link Piaget suggested that “interaction with material objects was

essential to the development of thinking” ("Jean Piaget's," n.d.). For example, when

children complete the “My Grandma's Farm” cover page picture children will try to

arrange and recognize the pieces so here children develop their thinking and solving

problems. I realized, that puzzles teach children to use their own minds to figure out

how to solve problems and think in a logical way. Moreover, puzzle activity promotes

children with physical skill when they are using their small muscles such as fingers

when they stick the pieces and hand when they hold the pieces of the puzzle.
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Which intelligence dose activity promote:

- Intrapersonal: when the child applies the active individual. (Howard Gardner’s, 1983).

- Bodily-kinesthetic: when the child move his\ her small muscles such as hand and fingers

to develop her\ his fine and motor skill. (Howard Gardner’s, 1983).

- Logical-Mathematical: when the child thinking of the way to arrange the puzzle to get

the whole picture. (Howard Gardner’s, 1983).

Role Play Activity. (look at figure 10)

Figure 10:

Learning objectivity:

- KLTC3: listen actively and participate in whole class

conversations with a partner or with a small group. (ADEC,

2014)

- Children act the farm animals sounds.

The purpose of activity:

Actually, we decided to plane for role play activity because it has a success benefits for

children, especially for 4 and 5 years. It encourages children to develop their imagination when

they act as farm animals and imitate the animals sound. According to Waldorf, he stated that

“Imagination is at the heart of learning” (Spielgaben, 2013).

Which intelligence dose activity promote:

- Interpersonal: when the children enjoy acting and talking. (Howard Gardner’s, 1983).

- Linguistic: when the children talk and conversate with each other. (Howard Gardner’s, 1983).
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- Bodily-kinesthetic: when the children hold the puppets, and move their hand. (Howard

Gardner’s, 1983).

According to Hilary Seitz, he believed that “Often the documentation provides insights into

children’s thinking and helps drive the future curriculum” (Seitz, 2008). In other words,

collecting children work as evidence assist teacher to set a suitable plan and outcomes that

attached to children abilities and skills. As a consequence, I believe that I was able to show

student accountability and make learning visible by document children work through used

checklist, took photos, asked questions such as “What the name of this animal? What sound dose

the cow makes? Etc., observe their skills and write notes about their understood and achieved LO

(look at figure 11,12,13). According to Reggio Emilia documentation principals, it's believed

that “teachers use documentation to identify strengths, ideas, and next steps to support learning.”

("What Is the Reggio," 2018). In my view, my as a teacher I believed that assessment children to

understand help me to find out what level they are at.

Figure 11: Record videos. Figure 12: Take photos Figure 13: Checklist

During literacy lesson, I observed the children were so happy in hand- on activities

especially in score graph and fishing activity as well I saw children were enjoyable to work with

their friends. I felt the areas worked success that I had ability to promoted with phonics approach
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especially in reading aspect by plan for completing words activity that based on “Synthetic

Phonics” approach which mean that teaching children to convert letters into phonemes then

children turn to combine the sound to build and read the words. For instance, if the child

complete “Cow” word they will read each letter sound \c\, \o\, \w\ then blend the letter sound

together to form “Cow” word therefore, they will choose a right letter to complete the word.

("Difference Between," 2018). In my view, I think, synthetic phonics had a positive and

significant effect on children having difficulty with reading. This approach support and enhanced

students in kindergartners with spell words and decode.

As well as, I believed that I encourage children language and assist children to archive the

learning objective by applied Zone of Proximal Development (ZPD) approach first of all, (ZPD)

mean what children can achieve without help and what can achieve with help (Linda, 2005, p.

40, 41) and I recognized that children learn best when they interact and collaborate with peer and

group members because when Omar and Nora applied fishing activity Omar wrote number 3 as

an answer for 2+ =7 as a result, Nora said “No it’s 5, not 3 !!!” and she hold Omar's hand and

start counting with him so, this is a great example of ZPD techniques and collaborative.(look at

figure 14). As Vygotsky showed “that guided learning within the ZPD led to greater

understanding/performance than working alone” (Linda, 2005, p. 40, 41).

In addition, firstly I don’t feel confident when I read and ask children question related to the

story because when I was asking the children questions such as “What do you see in the cover

page?” nobody was responding so, I deal with is issue by apply positive reinforcement by

rewarded children. For instance, I said for children “I will give start for who will answer” (look

at figure 15) and I really happy with the result because I observe all children raise their hand to

get the reward (McLeod, 2015). Besides, I clearly can say that I develop children language
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through implemented modelling phonological theory what does that mean ! is read with acting

and modelling to help children to have a deep understanding. For example, for animals sound, I

use to model the sounds to promote children to develop the understanding of letter-sound

correspondence when I said “Cluck cluck” here I give children opportunity to hear the sound of

letters. Moreover, I show children pictures for important words to help them realized the

meaning of words. For instance, when I said “Grandma” I point to the grandma pictures so, the

children will know what does grandma mean (look at figure 16). (Johnson, 2011).

Top to the point, I was effective and able to deliver the activity insertions for children

through applied Bandura approach which called “Modelling”, what I mean is that I model steps

of activity in front of children to give them the opportunity to observe and see the steps. For

instance, tracing activity I hold the marker and the tracing card and I point out the words and

said:” you will write this words in this space” so, the understand what they will do instead of

telling them the instructions without modelling (look at figure 17). According to Bandura “child

had the ability to perform the behavior that the model has just demonstrated.” (Shirley & Peter,

2011, p. 53). I think when I did this strategy children have deep understanding.

Figure 14: Figure 15: Figure 16: Figure 17:

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In contrast, through implanted the literacy lesson I faced different issues. The first problem

was I and my colleagues didn’t provide a safe environment for children because I saw that

children can’t move flexibly through the activity corner and when they moving they are shocking

with something. I think this not our problem because we asked MS Antoinette to chance the

story table place put she didn’t respond. Link to Froebel Philosophy he said that “The classroom

should be a prepared environment” as a result, for next time we will ask for another place that

has enough space where children can move flexibly without a physical connection.

Secondly, we choose a wrong activity because the outcomes don't fit with children abilities.

For instance, in the fishing activity the children don’t know to count to 10 they just know to

count from 1 to 5 as well as, children are familiars with adding operation while they didn’t know

subtract operation, because when I ask Marwa if you have 8 animals and 3 of them are sleep who

much animals are weak she said I don’t know and her teacher said they didn’t take subtract.

Therefore, for next time we will choose the activity that fits with the children curriculum so, they

will be able to apply it. Based on Montessori Method she explained that “children learn best

when they possess background knowledge about a subject” what mean that children will have the

ability to have deep comprehension when they have a brief background about the topic.

Thirdly, there is boy name Salem he is a special need he took the materials and run away, he

also hits other friends so, I tried to apply “I message” strategy which means “I-message states the

behavior and describes the speaker's feeling” (Burgess, 2013). For example, when Salem running

I hold him and I said, “I feel sad because you hit your friend Asma and I will be happy if you

stop doing that and say sorry” but, he didn’t respond and run away so, I wish I have more ability

to deal with special need children.

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To sum up, for this experience I learned that reading story aloud approach has a positive

effect on children reading skill. The importance of reading aloud approach supports children to

learn what fluid and expressive reading sound like. “Reading aloud and sharing stories with your

child is a great way to spend time together. Reading and storytelling also helps promote

language, literacy and brain development” (Network, 2017)

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Literacy Lesson Activity Pictures:

Figure 18: Graphic Score (Farm Figure 19: Role play activity:
animals) activity:

Figure 20: Fishing activity: Figure 21: Words game activity:

Grade Level: KG 1 – 2. 16
Subject: English.
Strand: Reading story “My Grandma's Farm”.
Learning Outcome (ADEC code and words):

By the end of this lesson the children will be able to:

- Name the farm animals.
- KLPA1: listen to and generate rhyming words.
- KLTC2: listen and respond to various texts that are read aloud.
- KLTC1: follow two-step directions. (ADEC, 2014)

- K1NS3: count sets of up to 10 objects. (ADEC, 2014)

- KWC3: hold pencil or marker efficiently to begin approximated writing. (ADEC, 2014)

- Write animals names which includes: camel, cow, sheep, dog and chicken.

- Solve the grandma’s farm puzzle.

- Develop thinking and cognitive skills.

- Develop their social skill when they interact with each other and talk.
- Children imitate the animals sounds.
- Developing their language through:
Listening:
- K1.1.1.2.1: Answer simple questions about main ideas to build understanding and demonstrate comprehension
Speaking
- K2.2.2.1.1: Participate in short conversations with the teacher and peers, making simple comments
Pre-Reading:
- K2.3.2.1.1: Demonstrate knowledge of letter sounds.
- K.2.3.2.1.2 Distinguish between letter names and letter sounds.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)

In reading corner: My grandma’s farm story book and

hand puppets. - Check and make sure that all the resource is
available.
In the centers: - Check the tent it’s stand in a right way.
- Provide extent a sample of activities. (more picture
- Finishing activity: hooks, nets, pool, animal’s of animals like camel, dog, cow, chicken, and sheep)
pictures, counting cards, marker, and erasers. - Provide extra markers for completed words activity.
- Role play activity: hand puppets.
- Graphics scores activity (Farm animals):
farm animal’s pictures which include
(Camel, dog, cow, sheep, and chicken), music
instruments such as triangle, dram, maraca, and
tambourine. Key vocabulary
- Puzzle activity: puzzle card and pictures.
- Grandma.
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- Words game activity: complete the words - Farm animals name: cow, camel, dog, sheep, and
cards, tracing the words cards, what do I see chicken.
cards, markers, and claps. - Materials names: hooks, nets cards, marker,
puppets, tracing, tambourine, maraca, and dram.

Opening (warmer activity + teacher introduction/demonstration of small group activities)

- I will welcome the students in the station by saying “good morning, how are you? My name is
……. And this is my grandma's farm station.”
Time: 5 min

- I will request children to sit in the reading corner, and I will read the story for them.
- I will ask children different question to encourage them to the story such as: what do you see on
Whole

the cover page? What kind of animals do you see? Can you count them? And can make the cow
sound?
- Since I finish reading the story, I will be requesting children to stand in line to translate them into
activity corner.
- Each of group member will take a small group to implants the activity with them and explain the
activity instructions.

Independent Experience (small group activity 1)

Low activity: Graphic Score (Farm animals) (Group work)

What does the teacher do?

- I will require five members to sit nicely and listen to me.

- I will explain the activity by giving children instructions and model the activity. (I will say “each
child takes one instrument on the floor and bit it if they see an animal that indicates their
instrument for example if they see chicken they will pummel a triangle).
Canters – 10 minutes

- I will request children to follow the Graphic scores to make a rhythm.

- I will give children opportunity to make their rhythm to
change the picture of an animal and arrange it as the way
they like.
What do the children do?

- They will listen to me and sit nicely.

- Each child will take one instrument on the floor.
- They will put the instrument to follow they score graph
note.
- They may change the picture of the animal to create a new rhythm.
- They will enjoy performance the score graph.
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Independent Experience (small group activity 2)

Middle activity: Role play (Group work)
What does the teacher do?

- I will observe children while they act as animals and imitate the
animals sounds.

What do the children do?

- The children will talk and interact with group members.

- The children will imitate and act.

- The children will develop their language and imagination skill.

Independent Experience (small group activity 3)

Middle activity: Fishing activity (Peer)

What does the teacher do?

- I will provide the materials for fishing activity.

- I will guide children by explaining the activity for children and model it for them. For instance, I
will take one of counting card and tell the children that they must complete the blank if they have
1+5= They will fish six animals and write the missing number on the card.
- I will observe children them questions by asking them and help them if they need.
- I will encourage children by praising them.

What do the children do?

- The children will interact with materials.

- The child will take one counting card and complete by
fishing the animals.
- For instance, 1+ =4 the child will write number 3 in the
card and the child will fish three animals.
- The children will provide an answer to my questions.

Independent Experience (small group activity 4)

Activity: Words game (group work)

“The words game box divided into three sections for low students, middle
and high.”
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Low activity: What I see activity:

What does the teacher do?

- I will provide the equipment.

- I will observe children during they talk.

What do the children do?

- The children will be described what they see in the picture.

- The children will develop their linguistic.

Middle activity: Tracing the words.

What does the teacher do?

- I will observe children while they are tracing the words and encourage them by praising.

What do the children do?

- The children will use a marker to trace and write the words.

High activity: Complete the missing letters.

What does the teacher do?

- I will observe children while they apply the activity.

- I will ask them some questions on, for example, what letter missing
in cow word?

What do the children do?

- The child will complete the word by choosing the letter missing and hanger the clap in it.

- The child will provide an answer to my question.

Independent Experience (small group activity 5)

High activity: Puzzle activity (Individual)

What does the teacher do?

- I will provide puzzle activity materials.

- I will observe child while he\ she implements the activity.
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What do the children do?

- The child will interact with the materials by arranging the puzzle to create a cover page picture.

Closing
Time: 3 min
Whole

- The children will return the materials and equipment’s back and stand in the line to transition to
other section.

Assessment

- I will assess children knowledge and understanding by asking them different questions, and document children
work by taking photos and record videos. Furthermore, by observing children performance.
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References:

ADEC (Abu Dhabi Education Council) 2014, Learning outcomes Abu Dhabi: ADEC

Alaleeli, M. (2018, April 9). Story sack activities [Pictures].

Burgess, H. (2013, June). I-messages and you-messages. Retrieved from

https://www.beyondintractability.org/essay/i-messages

Early child development kit. (2009, July). Retrieved from

https://www.unicef.org/earlychildhood/files/Activity_Guide.pdf

Howard gardner’s theory of multiple intelligences. (n.d.). Retrieved from

https://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intelli

gences.pdf

Howard gardner’s theory of multiple intelligences. (1983). Retrieved from

https://www.wtc.ie/images/pdf/Multiple_Intelligence/mi10.pdf

Jean piaget's developmental theory. (n.d.). Retrieved from

http://artofteachingscience.org/mos/2.8.html

Johnson, K. (2011). Modeling phonology in time. Retrieved from

http://linguistics.berkeley.edu/phonlab/documents/2011/Johnson_JPS_aug_2011.pdf

McLeod, S. (2015). Skinner - operant conditioning. Retrieved from

https://www.simplypsychology.org/operant-conditioning.html

Network, R. C. (2017). Reading and storytelling with babies and children. Retrieved from
raising children:
http://raisingchildren.net.au/articles/reading.htm

Seitz, H. (2008, March). The power of documentation. Retrieved from

http://www.mothergooseprograms.org/wp-content/uploads/2017/07/Seitz.pdf

Shirley, A., & Peter, G. (2011). Albert Bandura: Vol. 53. How children learn: Thinking on special

educational needs and inclusion. Practical Pre-School Books.

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Spielgaben. (2013). Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-
Steiner Methods – Part 1. Retrieved August 31, 2016, from

https://spielgaben.com/comparison-froebel-montessori-reggio-waldorf-part-1/