ED2631 Lecture Notes - Lecture 5: Australian Curriculum, Cryptanalysis, Phonics
English 2: Reading and Viewing
Lecture Five – Week Five
Topic
• Reflection
o Discuss your summary of the information you’ve gathered so far about Aidan’s literacy behaviours – what
patterns can you see emerging from the observations?
o Examining the Western Australian Curriculum: English Year 1 – Based on your observations which
strands/sub-strands/content descriptions would you focus on in your teaching
o Identify some lesson ideas or learning activities you might use to teach the relevant content for Aidan – Try
to list some ideas from the First Steps Map of Development
• Graphophonics
o What is graphophonics?
o What do children need to know?
o What does the curriculum say about teaching graphophonics?
o How do we teach the graphophonics skills students need?
o National Inquiry into the teaching of reading in 2005 recommendation:
▪ That teachers provide systematic, direct and explicit phonics instruction so that children master the
essential alphabetic code-breaking skills required for foundational reading proficiency.
▪ Equally, that teachers provide an integrated approach to reading that supports the development
of oral language, vocabulary, grammar, reading fluency, comprehension and the literacies of new
technologies.
• What do students need to know?
o Letter names are constant, whereas sounds vary. It is important for students to know the names of the
letters of the alphabet to be able to understand which letters represent particular sounds and vice versa.
o Letters can represent different sounds, e.g. Andrew, Amy, Audrey.
o Letters sometimes work alone and sometimes in groups, e.g. me, bread, sheet, team.
o The sound that a letter or a group of letters represents depends on where the letter is in a word and what
other letters surround it, e.g. cat, city, Christmas, chop.
o The same sound can be represented by different letters, e.g. beach, me, key, ski, thief.
o The same letter/s may represent different sounds, e.g. rough, cough, dough, plough.
• Early Reading Phase – Major teaching emphasis
o Conventions Strand (FS Reading Map of Development p. 145)
o Continue to build students’ sight vocabulary, e.g. topic words, signal words.
o Continue to build phonological awareness, graphophonic and word knowledge, such as:
▪ recognising that a sound can be represented by different letters or letter combinations
▪ recognising letter combinations, and the different sounds they represent
▪ recognising how word parts and words work.
o Teach the use of conventions of print, e.g. commas, quotation marks.
o Continue to build students’ knowledge of different text forms, e.g. purpose, structure, organisation and
language features.
• In the ‘New’ Australian Curriculum V8.1
• Ideas for Teaching Graphophonics (Early Phase)
o Conventions (FS Reading Map of Development p.177-194)
find more resources at oneclass.com
find more resources at oneclass.com
