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Transcript: FOUR ROLES OF THE READER: When developing our literacy program we have considered Freebody & Lukes’ four roles of a reader and integrated them into our program. Children develop their skills as a code breaker in modelled, shared, guided and independent reading as they make connections between letters and sounds and develop their phonemic awareness and letter knowledge (Hill 2009, p. 173). Through discussions about the visual aspects of texts as well as content, children will become meaning makers and make connections between texts and their own experiences. Children will become text users as a variety of visual and written texts will be explored, including film; giving children the opportunity to determine how to engage with different texts (Hill 2009, p. 175). Finally, children will be supported in becoming a text critic as they are supported in responding to texts and engaged in discussions about intentions of texts (Hill 2009, p. 175). Children from different linguistic backgrounds are supported in developing the four roles of a reader in order to code switch but are also encouraged to develop skills using their own linguistic background to make learning meaningful. REFERENCE LIST: Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011, K-10 Australian Curriculum: English, http://www. australiancurriculum.edu.au/English/Curriculum/F-10. Callow, Jon 2013, The shape of text to come: How image and text work , PETAA, Newtown, NSW. Freire, P & Macedo, D 1987, Literacy: Reading the Word and the World, Begin & Garvey Publishers, Hill, S 2006, Developing early literacy: assessment and teaching, Eleanor Curtain Publishing, Prahan, VIC. Lake, R 1990, Teacher Magazine. 'An Indian Father's Plea'. CLASSROOM DISCOURSE: As we have a very multicultural class with diverse backgrounds, we must consider what happens when students do and don’t fit in – the classroom discourse. Discourses are ways of ‘behaving, interacting, valuing, thinking, believing [and] speaking’ that are recognised as representations by specific groups (Gee 2011). Thus, we need to make sure that our students fit into our classroom discourse, in order to be able to feel safe and secure and work at their highest standard. As teachers, we need to be aware that our discourse may be a very different compared to the discourse of our students. When teaching our students, we need to remember that our students backgrounds, beliefs and experiences are not our problems to fix, but are strengths to build on (Freire & Macedo 1987; Lake 1990). CLASS CONTEXT: Our school is in a low socio-economic area of Adelaide in which many families have migrated from another country. We have twenty four students in our year one class, and sixteen students are from multicultural backgrounds. Eleven students are from refugee families. Many of the students in our classroom have language backgrounds other than English, and many are still in the process of learning English linguistic skills. BOOK CHOICE: Our anchor text, ‘We’re Going on a Bear Hunt’ by Michael Rosen, was selected to explore the concept of “journeys”, both local and on a bigger scale. Our classroom is rich with culture and most of our students were born overseas and have travelled to Australia to live. ‘We’re Going on a Bear Hunt’ was a good starting point to further explore the concept of journey, travel, and the similarities between classmates, however diverse circumstances they have originated from. BOYS AND LITERACY: As a classroom teacher it is imperative to find out which boys are truly in need, what the roots of their problems are and to develop non stereo-typical ways to help them. Due to the number of immigrant children in our inclusive classroom, the topic of “journeys” could potentially be something that a lot of these boys could relate to. Boys like to read books that reflect their image of themselves, and many of the books chosen in our program show people or animals going on specific journeys. Immigrant boys along with the other classroom children could relate to many aspects of this topic area, as we all have our own journeys to share. It's what the teacher actually does in the classroom that makes the difference for boys. PURPOSE: The purpose of our English program is to continue students’ development of language, literature and literacy. The topic of journeys has been chosen to draw on the journeys children may have taken in their lives. It was very important to consider the migrant students in our classroom and their life experiences. The lessons planned and texts we chose to produce are mainly visual with the option of writing, to ensure children of all skill levels are included. We have based our teaching sequences on the Australian Curriculum. RATIONALE
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