ASSESSMENT SUMMARY Assessment Task 1: Designing teaching and learning activities for K-2 based on children’s books Identify a year level to focus on and select a high-quality children’s picture book for use in a K-2 classroom. Justify the book choice with reference to its linguistic features and the opportunities it offers for developing code breaking and meaning making. Design teaching and learning activities to develop K-2 students' literacy skills with considerations for struggling readers and EAL/D students. Weigh Learni Graduat ting ng e Outco Attribut me/s es Assess ed 50% 1,2,3, 4,5 GA5, GA4, GA8, GA9, GA10 Australian Graduate Teacher Standards ACECQA 1.2, 1.3, A2,A6 2.1, 2.3, 2.5, 2.6 B4, B9 C5, 3.3. 3.4 5.1, 5.3, 5.4 Assessment Task 1: Designing teaching and learning activities for K-2 based on children’s books The Task: Focus on Reading and Viewing Create a package of resources for use with K-2 students that develops emergent or early Reading and Viewing skills with Rationale. This package has 7 sections and includes: 1. Selecting a book: Identify a year level to focus on and select a high-quality children’s picture book for use in the classroom. The picture book can be selected from the following lists. Ensure your selected text is published between 2010 – 2018. NSW Premiere Reading Challenge booklists: The most recent award-winning booklists suggested by The Children’s Book Council of Australia: https://cbca.org.au/winners-2017 • NSW Premiere Reading Challenge booklists: https://online.det.nsw.edu.au/prc/booklist/listBooksByTitle.html? letter=A&levelId=1 • NESA- Suggested texts for the K-10 English Syllabus: • Page 1 ! of 13 ! Version: ExtendedUnitOutline_2018 https://syllabus.bostes.nsw.edu.au/assets/global/files/english-k10suggested-texts.pdf Note: • Please do not use ‘The very cranky bear’ by Nick Bland as this text is going to be used in tutorials for practice. • You may use the same book as other students but you are not allowed to use each other’s activities. • Provide the full APA reference of the book in the Reference list. 2. Justifying the book choice: (Approx. 400 words) To justify your selection, you will need to explain the suitability of your picture book’s theme, language and visual features for the selected year level. Briefly comment on the opportunities it offers for developing code breaking and meaning making appropriate for the year level of the students. Draw on at least 2 references from the unit reading list to support your justification of your book choice. It is assumed your understanding of current literacy theories and the children's literacy development with reference to the Australian Curriculum: English (Level Description) and the NESA syllabus Learning Outcomes will be evident. 3. Book Orientation: (Approx. 200 words) Write a series of focused statements and questions indicating how you could introduce the book to students. 4. Teaching and learning activities: (Equivalent to 600 words) Using dot points, provide a brief description of THREE year and stage appropriate activities to accompany your selected text, each addressing one of the following, to teach Listening/ Speaking, Reading and Viewing skills. (1) Phonological awareness (2) Vocabulary (3) Visual Literacy Specify the relevant NESA syllabus learning outcome and one indicator (not counted towards the 600 words) that the activity addresses. At least one activity includes the use of technology. (Note: Extra teaching and learning resources can be provided in the Appendix). 5. Teaching and assessing comprehension: (Approx. 300 words) Drawing on relevant roles of the reader, design three questions you could use to develop and monitor students’ comprehension of the picture book. Provide a brief explanation of how you could help students work out each of the answers from reading the text. (Note: You must provide a copy of the sections of the text you use to design the questions in the Appendix) 6. Supporting struggling readers: (Approx. 500 words) Suggest 2 strategies to support struggling readers including EAL/D students: one at school (teacher focused strategy) and one at home or in the community (parent focused strategy). Page 2 ! of 13 ! Version: ExtendedUnitOutline_2018 Drawing on the unit references, provide justification for the choice of strategies in the light of current literacy theories, including the role of oral language in learning to read. 7. A reference list using the current APA referencing style (not included in the word count). Due date: Week 8 Tuesday 24th April, 2018 by 11:59 pm Weighting: 50% Length and/or format: 2000 words Purpose: This task will enable students to Identify a year level to focus on and select a high-quality children’s picture book for use in a K-2 classroom. Students will demonstrate understanding of the suitability of a picture book's theme, language and visual features to a particular year level. They will also demonstrate their ability to select relevant learning outcomes and design creative and effective teaching and learning activities to develop K-2 students' literacy skills, with considerations for struggling readers and EAL/D students. The purpose of this task will enable students to draw on reflections and critical analysis of research, theories, issues and topics covered in the unit and to engage in critical and reflective thinking about current issues in literacy education after practical application. Learning outcomes assessed: 1,3,4,5 How to submit: Submit as a word document including your names and student numbers in the footer, together with the link to your digital learning resource and password if applicable. Return of assignment: Assessment Tasks will be submitted, marked and returned electronically via LEO as appropriate within 3 weeks after the submission date. Assessment criteria: Page 3 ! of 13 ! See rubric in Appendix 1 Version: ExtendedUnitOutline_2018 Referencing This unit requires you to use the APA referencing system. See the ‘Academic referencing’ page from the Office of Student Success for more details. ACU Policies and regulations It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations, review and appeals, acceptable use of IT facilities, and conduct and responsibilities. A list of these and other important policies can be found at the University Policies page of the Student Portal. Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge. Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available from the website. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course. Turnitin The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable: students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and teaching staff to identify areas of possible plagiarism in students’ written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report. STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success. Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, Page 4 ! of 13 ! Version: ExtendedUnitOutline_2018 group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/ discussion forums. http://leo.acu.edu.au/course/view.php?id=17803 TEXTS AND REFERENCES: Required texts 1. Hill, S. (2012). Developing early literacy: assessment and teaching (2nd Ed). Victoria: Australia. Eleanor Curtin Publishing. (Available for purchase in Co-Op bookshop) 2. Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education. Melbourne, Victoria: Oxford University Press. (2nd ed) This resource is available for online access from ACU library through this link: https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4191368 3. Christie, F. (2005). Language education in the primary years: UNSW Press. Chapters 1, 2, 4&9 This resource is available for online access from ACU library through this link: https://ebookcentral.proquest.com/lib/acu/detail.action?docID=291996 Recommended references • • • • Adam, H & Harper, L. (2016). Educating for values and diversity through culturally inclusive children’s literature. PETAA Paper 205. Barton, G. (2016). Unpacking visual literacy for early years learners. Practically Primary 21(1): 6-9. Blamey, K. & Beauchat K. (2011). Word Walk: Vocabulary instruction for young children. The Reading Teacher. Vol 65(1), pp.71-75. Callow, J. (2013). The shape of text to come. Newtown, NSW: PETAA. Page 5 ! of 13 ! Version: ExtendedUnitOutline_2018 • Fisher, D. & Frey, N. (2010). Identifying instructional moves during guided learning: expert teachers use a four-part process to scaffold student understanding during small groupgroup guided instruction. The Reading Teacher 64(2) p.84. • Freebody, P. (2013). Knowledge about language, literacy and literature in the teaching and learning of English. In A. Simpson, S. White, P. Freebody, & B. Comber (Eds.), Language, literacy and literature (pp. 3-25). South Melbourne, Vic: Oxford University Press. • Hertzberg, M., & Freeman, J. (2012). Teaching English language learners in mainstream classes. Primary English Teaching Association Australia. (Chapter 5, pp.76-107) • Lowe, K. (2017). Parents’ guide to helping children with reading at home. PETAA. www.petaa.edu.au • Massey, L. (2013). From the reading rug to the play centre: Enhancing vocabulary and comprehensive language skills by connecting storybook reading and guided play. Early Childhood Education 41:125-13. • McLaughlin, M. (2012), Reading Comprehension: What Every Teacher Needs to Know. The Reading Teacher, 65(7). • Spear-Swerling, L. (2016). Common types of reading problems and how to help children who have them. The Reading Teacher 69(5), pp. 513-522. Topfer, C. (2014). Setting up for spelling success-ten tips for thoughtful learning. Practically Primary, 19(3), 16. • • Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013 or 2014). Literacy in Australia: Pedagogies for engagement. Milton, Qld: John Wiley & Sons Australia Ltd. (Chapter 5). • Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham: Open University Press (Chapter 6, pp.183-219), • Vlach, S. & Burcie, J. (2010). Narratives of the struggling reader. The Reading Teacher, 63(6), pp.522-525. Further references • Beauchat, K. A., & Blamey, K. L. (2012). Effective read-alouds for early literacy: A teacher's guide for PreK-1 (pp.7-16). New York: Guilford Press. • Burke, A., & Marsh, J. (2013). Children’s virtual play worlds: Culture, learning and participation. New York, NY: Peter Lang. • Center, Y. (2005). Beginning reading: A balanced approach to reading instruction in the first three years at school. Sydney: Allen & Unwin. • Clay, M. (2007). An observation survey of early literacy achievement. Auckland, NZ: Heinemann. • Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2014). Language and learning: An introduction for teaching (6th ed.). Melbourne, Vic: Oxford University Press. • Gibbons, P. (2009). Challenging expectations: Literacy, intellectual quality and English language learners in the middle years. Portsmouth, NH: Heinemann. • Holliday, M. (2008). Strategies for reading success. Newtown, NSW: Primary English Teaching Association (e:lit). • Holliday,M. (2010). Strategies for writing success. Newtown, NSW: Primary English Teaching Association (e:lit). • Pinnell, G.S., & Fountas, I.C. (2007). The continuum of literacy learning grades K-8: Behaviors and understandings to notice, teach and support. Portsmouth, NH: Heinemann. Page 6 ! of 13 ! Version: ExtendedUnitOutline_2018 • Westwood, P. (2008). What teachers need to know about spelling. Camberwell, Vic.: ACER Press. • Winch, G., Johnston, R., March, P, Ljungdahl, L., & Holliday, M. (2015). Literacy: Reading, writing and children’s literature (5th ed.). Melbourne: Oxford. Extended readings • • • • • • • • • • • • • • • • • Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Kensington Gardens, SA: Australian Literacy Educators Association. Beaty, J. J. (2009). 50 early childhood literacy strategies. Upper Saddle River, NJ: Pearson. Boushey, G., & Moser, J. (2006). The daily five: fostering literacy independence in the elementary grades. Portland, Me.:Stenhouse. Clay, M. (1993). Reading recovery: A guidebook for teachers in training. Auckland, NZ: Heinemann. Coiro, J. (Ed.). (2008). Handbook of research on new literacies. New York: Lawrence Erlbaum Associates. Comber, B., & Kamler, B. (2005). Turn-around pedagogies. Literacy interventions for at risk students. Newtown: PETA. Emmitt, M., Hornsby, D., & Wilson. L. (2006). The place of phonics in learning to read and write. Norwood, SA: Australian Literacy Educators’ Association. Diller, D. (2008). Spotlight on small groups. Portland, Me.: Stenhouse. Ewing, R. (Ed.). (2006). Beyond the reading wars. Newtown, NSW: Primary English Teaching Association. Fleer, M., & Williams-Kennedy, D. (2002). Building Bridges: Literacy development in young indigenous children. Watson, ACT: AECA. Freebody, P. (2007). Literacy Education in School: Research perspectives from the past, for the future. Camberwell, Victoria: Australian Council for Educational Research. Healy, A. (Ed.). (2008). Multiliteracies and diversity education: New pedagogies for expanding landscapes. South Melbourne, Vic.: Oxford University Press. Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Cambridge University Press. Louden, W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, T., Elderfield, J., House, H., Meiers, M., Rivalland, J.,and Rowe, K. (2005). In Teachers' Hands: Effective Literacy Teaching Practices in the Early Years of Schooling. Australian Journal of Language and Literacy, 28(3),181-252. Simpson, A. (2008). Reading under the covers:Helping children to choose books. Newtown, NSW: Primary English Teaching Association. Swan, C. (2009). Teaching strategies for literacy in the early years. Norwood, SA: Australian Literacy Educators Association. Wild, R. (2009). Where do I start? Stimulating ideas for literacy-rich primary classrooms. Newtown, NSW: Primary English Teaching Association. Available as electronic resources through ACU library: • Coltheart, M., & Prior, M. (2007). Learning to read in Australia. Canberra: Academy of the Social Sciences in Australia. • Gambrell, L., Morrow, L., & Pressley, M. (Eds.) (2007). Best practices in literacy instruction. N.Y.: Guildford Press. • Glynn, T., Wearmouth, J., & Berryman, M. (2006). Support students with literacy difficulties: A responsive approach. Maidenhead, England: Open University Press. Page 7 ! of 13 ! Version: ExtendedUnitOutline_2018 • • • • • • • Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, England: Open University Press. Muschla, G. R. (2006). Teach terrific writing. New York, N.Y.: McGraw-Hill. Paratore, J., & McCormack, R. (Eds.). (2007). Classroom literacy assessment: Making sense of what students know and do. New York, N.Y.: Guildford Press. Schumm, J. S. (Ed.) (2006). Reading assessment and instruction for all learners. New York, N.Y.: Guilford Press. Tracey, D. H. (2006). Lenses on Reading: An introduction to theories and models. London: Guilford Press. Westwood, P. (2008). What teachers need to know about reading and writing. Camberwell, Vic.: ACER Press. W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, T., Elderfield, J., House, H., Meiers, M., Rivalland, J.,and Rowe, K. (2005). In Teachers' Hands: Effective Literacy Teaching Practices in the Early Years of Schooling. Australian Journal of Language and Literacy, 28(3),181-252. Journals A variety of journals, many available as ejournals, are relevant to this unit and will provide important material for you to use in your responses to the assessment tasks. Some of those are listed below but there are many more. Consulting a Librarian will prove valuable. The Australian Educational Researcher The Australian Journal of Language and Literacy Practically Primary Teachers and Teaching: Theory and Practice The Reading Teacher Early Childhood Education English in Australia Websites All of the following links (active February 2017) Australian Curriculum and Assessment Reporting Authority http://www.acara.edu.au/ NSW Board of Studies. NSW English K-6 Syllabus http://www.boardofstudies.nsw.edu.au Australian Literacy Educators’ Association www.alea.edu.au Primary English Teaching Association Australia https://www.petaa.edu.au/ Commonwealth Department of Education, Science and Training www.myread.org Developing Early Literacy http://developing-early-literacy.com.au/ Reading Australia http://readingaustralia.com.au/ Write it Right English: Educational Semiotics https://educationalsemiotics.wordpress.com/2012/11/05/write-it-right-english/ Professional Facebook pages Page 8 ! of 13 ! Version: ExtendedUnitOutline_2018 Clever Classroom B.E. a grammar ACE Teaching Ideas Reading Australia Create-abilities Selected children’s literature texts you may have used when you studied EDLA104 Exploring Literature. APPENDICES APPENDIX 1 MARKING RUBRIC ASSIGNMENT 1: Designing teaching and learning activities for K-2 based on children’s books NAME: STUDENT NUMBER: Criteria HD DISTINCTION CREDIT PASS NN 1. Justificatio n of book choice An insightful, critical and thorough rationale demonstrating a profound understanding of the book's theme, language and visual features and its suitability to a selected Year/Stage level, with appropriate references to relevant curriculum documents and literacy theories. A thorough, critical rationale demonstrating understanding of the book's theme, language and visual features and its suitability to a selected Year/Stage level, with appropriate references to relevant curriculum documents and literacy theories. An informed rationale to indicate understanding of the book's theme, language and visual features and its suitability to a selected Year/Stage level, with appropriate references to relevant curriculum documents and literacy theories. Satisfactory explanation of the book's theme, language and visual features and its suitability to a selected Year/Stage level, with appropriate references to relevant curriculum documents and literacy theories. Unsatisfactory explanation with little or no reference to academic references. Descriptive and reflective. (15%) Page 9 ! of 13 ! One source or no research literature used. Version: ExtendedUnitOutline_2018 2. Book Orientatio n (10%) Page 10 ! of 13 ! Engaging, thorough and effective Book Orientation that includes a series of statements and questions to interact with students. Book Orientation covers: activation of student's prior experience with the topic, teaching of concept of print, preview of book's content, genre and stages, modelling the use of visual grammar to predict content of the book. Appropriate, thorough and effective Book Orientation that includes a series of statements and questions to interact with students. Book Orientation covers: activation of student's prior experience with the topic, teaching of concept of print, preview of book's content, genre and stages, modelling the use of visual grammar to predict content of the book. Appropriate Book Orientation that includes a series of statements and questions to interact with students. Book Orientation covers: activation of student's prior experience with the topic, teaching of concept of print, preview of book's content, genre and stages, modelling the use of visual grammar to predict content of the book. Basic Book Orientation that includes a series of statements and questions to interact with students. Book Orientation covers: activation of student's prior experience with the topic, teaching of concept of print, preview of book's content, genre and stages, modelling the use of visual grammar to predict content of the book. Book Orientation is not ageappropriate and does not cover one or more of the elements of this Reading teaching strategy. Version: ExtendedUnitOutline_2018 3. Teaching and Learning activities (25%) Page 11 ! of 13 ! Activities are based on the selected book, ageappropriate, engaging and effective in developing students' Listening/ Speaking, Reading and Viewing skills. Activities are based on the selected book, ageappropriate and effective in developing students' Listening/ Speaking, Reading and Viewing skills. Activities are based on the selected book, ageappropriate and useful in developing students' Listening/ Speaking, Reading and Viewing skills. Activities are related to the selected book, ageappropriate and suitable for developing students' Listening/ Speaking, Reading and Viewing skills. Activities are not related to the selected book, inappropriate for the selected Year/ Stage level or does not address Listening/ Speaking, Reading and Appropriate Appropriate Appropriate Appropriate NESA Learning NESA Learning NESA Learning Viewing skills. NESA Learning Outcome and Outcome and Outcome and OR Outcome and an indicator an indicator an indicator Incorrect an indicator are accurately are accurately are accurately selection of are accurately matched with matched with matched with NESA Learning matched with the activities. the activities. the activities. Outcome and the activities. Appropriate Basic use of Basic use of indicator. Creative and effective use of technology use of technology technology technology. OR Limited or no use of technology. Version: ExtendedUnitOutline_2018 4. Teaching and Assessing Comprehe nsion (25%) 5. Supporting struggling readers (15%) Page 12 ! of 13 ! Comprehensio n questions address relevant and various roles of the reader. Comprehensio n questions address relevant and various roles of the reader. Comprehensio n questions address relevant roles of the reader. Comprehensio n questions address less than 3 roles of the reader. Comprehensio n questions do not address relevant roles of the reader. Clear Thorough and Clear explanation of clear explanation of comprehensio explanation of comprehensio n teaching comprehensio n teaching content and n teaching content and strategies. content and strategies. Relevant strategies. Relevant sections of Relevant sections of the book used sections of the book used for designing the book used for designing questions are for designing questions are identified/ questions are identified/ marked. identified/ marked. marked. Adequate explanation of comprehensio n teaching content and strategies. Inadequate explanation of comprehensio n teaching content and strategies. Sections of the book used for designing questions are presented but not specifically marked. Sections of the book used for designing questions are not presented or marked. Effective choice of strategies to address the needs of struggling readers. Effective choice of strategies to address the needs of struggling readers. Appropriate choice of strategies to address the needs of struggling readers. Appropriate choice of strategies to address the needs of struggling readers. Inappropriate choice of strategies. Insightful and thorough justification for the choices with critical references to literacy and language development theories. Insightful and thorough justification for the choices with references to literacy and language development theories. Appropriate justification for the choices with references to literacy and language development theories. Adequate justification for the choices with references to literacy and language development theories. Limited or no justification for the choices. Limited or no references to literacy and language development theories. Version: ExtendedUnitOutline_2018 6. Wide range of readings including and beyond the unit references . Evidence of Thorough profound understanding understanding of the topics. of the topics. Appropriate Effective use use of a wide of a wide range unit range of unit readings and readings. beyond. Use of convention al academic written grammar, spelling, sentence structure and APA 6th referencin g. (10%) Excellent English grammar, sentence structure and use of punctuation. No errors. Accurate 6th APA referencing style. No errors Page 13 ! of 13 ! Accurate English grammar, sentence structure and use of punctuation. Minimal errors. Accurate and 6th APA referencing style. No errors Accurate Basic Poor understanding understanding understanding of the topics. of the topics. of the topics. Appropriate use of unit readings and beyond. 3-4 sources of references. Satisfactory English Adequate grammar, English somewhat grammar, confused sentence sentence structure, use structure, of inaccurate punctuation. punctuation. Some errors Many errors evident. evident. Accurate 6th Inaccurate APA referencing. referencing style. No errors Less than 3 references or the majority of references are not recommended in the unit. Poor and inadequate use of academic writing. Many errors evident. Incorrect or no referencing. Plagiarism evident. Version: ExtendedUnitOutline_2018
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