This is an individual task that requires assessment of a young learner’s literacy.
This task is designed to develop practical knowledge of how to interpret and use assessment information and evidence to design experiences that build on and support students’ literacy learning.
On the Moodle site for this course you will find two Student Profiles that provide a comprehensive record of a child’s current stage of development in literacy and contain the following details:
Information about the student’s literacy using authentic, classroom-based strategies and activities:
* classroom observation of reading, writing and oral behaviours and achievements (using recording techniques such as checklists, anecdotal records),
* interaction (transcribed interviews, conferences, conversations),
* student self assessment, and
* annotated work samples (written texts, running records).
Part A - The analysis
Analyse the profile evidence and record a summary of the assessment data in relation to the Achievement Standards of the Australian Curriculum: English.
The analysis must refer to all profile material and conclusions reached justified in the data. Consider what (and how) the child has demonstrated achievement and identify the areas for future development and instruction.
Each aspect of the child’s literacy must be considered (reading, writing, oral language). This section of the task must be no longer than 2 A4 pages in length.
Part B – Planning
Based on your findings, write a detailed overview of how you would extend this child’s literacy development in the context of a whole class over a three-week period.
This overview needs to identify the focus for instruction, texts you would use and detail of the range of activities that you would include.
Meaningful links to the Australian Curriculum: English need to be made.
This overview can be presented as a table, but not exceed 1 A4 page.
From this overview, select one aspect and write one detailed lesson plan for a 2-hour literacy block.
This lesson plan needs to detail the groupings, teacher questions, texts used, modelled, guided and independent reading and writing opportunities.