LEARNING FOCUS RATIONALE EXPERIENCE ANALYSIS (linked to EYLF) NEXT STEP/

PROGRESSNG
THE LEARNING

The learning According to the Children were asked to sort the Natalie shows her developing To build on
focus is for previous cards into two groups as lower letter recognition in letter Natalie’s letter
children to experience of case and upper case. Anna Maria card game with cooperation. recognition
develop their making menu, sorted the letters M, W and Z She is competent to use her through
understanding children begin to pairs with peers and educator’s cognitive thinking to identify literacy game.
of lower and combine lower and help. Children held the lower case the letters and uses her
upper case upper case letters cards and saw what capital letters current understanding of key
letters. It links in their writing. This I would show to them. Children literacy concepts to solve
to the Early experience is to recognised the capital letters that problem (Charles, 2018).
Years Leaning help children I showed and raised their hands According to the Early Years
Framework develop their letter up once they noticed they can Leaning Framework (EYLF)
(EYLF) Learning recognition through match a pair. I also asked children Learning Outcome 5: Children
Outcome 4: card game activity. to think of other words that are effective communicators
Children are started with same letters. When (DEEWR, 2009), Natalie
confident and we talked about ‘E’ and thought begins to understand key
involved of what words had same initial, literacy concepts and process
learners, and Natalie said ‘under’ and Anna such as the sound of
Outcome 5: Maria said ‘apple’. I encouraged language, letter-sound
Children are children to think of their peers’ relationships and concepts of
effective names in the room and Natalie print.
communicators recalled one of her peer’s names
(DEEWR, that started with ‘E’.
2009).
LEARNING FOCUS RATIONALE EXPERIENCE ANALYSIS (linked to EYLF) NEXT STEP/
PROGRESSNG
THE LEARNING

The learning According to the Children were asked to sort the Anna Maria is developing To build on
focus is for previous cards into two groups as lower letter recognition in letter Anna Maria’s
children to experience of case and upper case. Anna Maria card game with cooperation. letter
develop their making menu, sorted the letters M, W and Z She is capable to identify the recognition
understanding children begin to pairs with peers and educator’s letters and uses her current through
of lower and combine lower and help. Children held the lower case understanding of key literacy literacy game.
upper case upper case letters cards and saw what capital letters concepts to solve problem
letters. It links in their writing. This I would show to them. Children (Charles, 2018). According to
to the Early experience is to recognised the capital letters that the Early Years Leaning
Years Leaning help children I showed and raised their hands Framework (EYLF) Learning
Framework develop their letter up once they noticed they can Outcome 5: Children are
(EYLF) Learning recognition through match a pair. I also asked children effective communicators
Outcome 4: card game activity. to think of other words that (DEEWR, 2009), Anna Maria
Children are started with same letters. When begins to understand key
confident and we talked about ‘E’ and thought literacy concepts and process
involved of what words had same initial, such as the sound of
learners, and Natalie said ‘under’ and Anna language, letter-sound
Outcome 5: Maria said ‘apple’. I encouraged relationships and concepts of
Children are children to think of their peers’ print. She is also able to listen
effective names in the room and Natalie and respond to spoken and
communicators recalled one of her peer’s names visual texts with relevant
(DEEWR, that started with ‘E’. gestures and actions.
2009).