This task is to be completed individually.

Being able to understand the multiple ways in which quality texts can be used to teach reading, writing, and oral language is important. This task will encourage you to carefully select texts and design ways in which you can use them in class settings.

Annotated bibliography

Select 4 quality* texts published in the period 2010-2021. Your selection should include a variety of picture books, novels, websites, and other electronic or paper-based texts. These texts must be suitable for a variety of grade levels (P-6) and include different genres (fiction, non-fiction, poetry).

Provide an overview of each text’s purpose, content, and genre. Using correct grammatical terminology, describe the key language features, illustrations/graphics, and the age group for which the text is most suited.

Ways to use the texts

Using the template provided, design ways in which each text could be used to support the explicit teaching of reading (i.e. strategies for before, during, and after reading the text). Maximum 3 pages per template.

Justify your activities. Why have you chosen this activity? How will it help readers? Indicate which role of the reader is supported (code breaker, participant, user, analyst).

Tasks must be described in detail. Where cloze is adopted, for example, you must indicate which words or sections of text are deleted and why. Indicate page numbers and text excerpts where appropriate.

Where these ideas are derived from existing sources, you must reference this AND state how and why you have adapted the activity.

For each section of before, during, and after reading, write a range of questions that could be posed when using this text. The range must span the hierarchy of questions in Bloom’s Taxonomy. Try to make the questions specific to the text rather than generic.

* Quality denotes the use of authentic and rich language and textual features. Do not include texts from commercially available reading schemes.

The page limit only applies to each template. It excludes the cover page, abstract, contents page, reference page, and appendices.

SUPPORT FOR COMPLETING THIS TASK WILL BE PROVIDED ON THE MOODLE SITE.

• Knowledge
• Skills
• Application of knowledge and skills
• Communication Skills

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 unit you will find two student data sets. These contain the following:

* two audio recordings of the student's reading

* comprehension responses

* writing samples, including planning sheets and

* a single word spelling test

Part A - The analysis

You are required to analyse and interpret the assessment data of one child. This will include completing running records, as well as analysing comprehension responses, first draft writing samples, planning sheets, and spelling.

Following analysis, record a summary of the assessment data in relation to the Achievement Standards of the Australian Curriculum: English.

The analysis must refer to all literacy samples 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. This section of the task must be no longer than 3 A4 pages in length.

Part B – Planning

Based on your findings, write a detailed overview of how you would extend this student’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 details 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 3 A4 pages.

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.

This lesson plan can be presented as a table, but not exceed 2 A4 pages.

The page limit is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page, and appendices.

SUPPORT FOR COMPLETING THIS TASK WILL BE PROVIDED ON THE MOODLE SITE.

• Knowledge
• Skills
• Application of knowledge and skills
• Communication Skills

This task comprises two parts:

1. Four personal literacy competency on-line tests that are completed each week from Week 6 to Week 9.

2. A reflective statement.

Further information about the tests:

• You have 1 attempt only at each test.
• There are 10 questions per test, each question worth 1 mark.
• Each test is timed - you have 30 minutes to complete each test.
• Each weekly test will be open for all of that week only (i.e Week 8 test will be open from Monday of Week 8 through to Friday of Week 8)
• Once you complete each of the tests you will know your score, but you will not know what answers were correct or incorrect. This information will be released to you at the end of the week once the test has been closed for that week. You will not be able to go back in and attempt the test again.
• Your responses for each test will be recorded for assessment purposes.
• The tests are located within the Assessment Link on the top of the front page of Moodle for this unit.

Further information about the Reflective Statement:

After the last on-line test has been completed, you are to write a 1000 word (maximum) reflective statement outlining your strengths and professional challenges relating to personal literacy competency.

This reflective statement must outline what you believe are the consequences of your personal skill level.

You must outline where and how you will seek professional learning in personal literacy (Professional Standard 6.2 Engage in professional learning and improve practice - Understanding the relevant and appropriate sources of professional learning for teachers)* and provide a justification as to why this professional learning is to occur and the implications this will have for your own personal journey and that of the students you will teach (Professional Standard 6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning)*.

*A full copy of the AITSL Professional Standards for Australian Teachers is available at: http://www.aitsl.edu.au/australian-professional-standards-for-teachers

You must achieve a pass standard in this task to be eligible to pass this course.

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices.

No Assessment Criteria