Lesson plan using SIMPLE Framework
There are several theories within the field of education as to how children acquire their ability to use language. One such perspective is known as an emergent theory. It is argued that "reading, writing and oral language development are interrelated, emerging through participation in literacy events". From this emergent theory, Early childhood educators are encouraged to "provide print-rich environments and a language based curriculum". The S.I.M.P.L.E framework, would in effect, be of the same mind as the emergent theory as the framework makes use of children's participation in various literacy events. The use of the S.I.M.P.L.E framework has been employed to plan a series of activities for an early childhood class so that they may stage a presentation of a children's story at a school assembly. The S.I.M.P.L.E framework is also being used to demonstrate core learning outcomes as per the Years 1 to 10 English syllabus. These activities are undertaken with the aim of achieving the core learning outcome, sub-strand operational: operating language systems, Op1.1. It is envisaged that children will be able to "make meaning from statements and questions, by drawing on word order patterns of simple sentences, i
By allowing the children to experiment with various vocal tones and expressions, "often has a liberating, creative effect, as it allows children to tailor the story exactly to the requirements of the youthful audience". E framework activitiesShape Interactions: * Adorn classroom with posters of characters from children's story books. As children are reading, it allows for the teacher to observe children's literacy skills, such as reading from left to right, top to bottom. Learn through use of SAE: Hendrick is of the belief that if "teachers want to foster the growth of children's verbal ability, it is vital to expose them to a wide variety of words and language usage in a positive environment as possible". By using open ended questions, teachers can encourage children's creativity and challenge their thinking, as well as check for understanding. * Encourage children to practise in costume their presentation. * Discuss with children what props will be needed for the presentation. Practise language: Group discussion increases children's interests as well as encourages children to put their ideas into words and to share experiences with the group. It allows for oral language development as children "build up scenes and events within their imagination and then represent them through language". In this way children "may learn to turn to imagining as a means of examining possibilities, considering ideas, interpreting descriptions and extending their own creative thinking".
Common topics in this essay:
Rationale Shape,
Invite Participation,
,
Learn SAE,
SAE Hendrick,
Shape Interactions,
Evaluate Assess,
Barratt-Pugh Rohl,
simple framework,
story books,
chosen story,
oral language,
sound effects,
children's story,
allows children,
oral language development,
various vocal,
effects *,
story invite,
children's story books,
story invite participation,
* discuss children,
story books *,
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Acceptance Essays
