Exercise 60% Due October 18th 2022 at 23:59 WST
WORD LIMIT: 3500 words plus or minus 10%. This includes headings, in-text citations, captions, and direct quotes. It excludes the Reference List. FONT: 11pt Arial or Times New Roman, LINE SPACING: 1.5 FORMAT: PDF OR WORD. APA 7th edition format for both in-text and end text referencing.
You will use your own developing knowledge and skills about teaching and how children learn to read to design a sequence of learning to enhance both the cognitive and social processes of reading for a diverse group of children in the early years. Data set for children in year 2:
Data Set for Assessment 2.docx Data Set for Assessment 2.docx – Alternative Formats
2Proforma for Assessment 2 A4 .docx 2Proforma for Assessment 2 A4 .docx – Alternative Formats
Part 1 (2000 words)
Discuss and evaluate theories of reading and identify salient features to inform your teaching of reading relevant to the children in the data set provided. You will focus on the major theories learned and the topics of vocabulary, fluency, comprehension and using children’s literature and non-fiction texts.
Part 2 (No word limit) Use the proforma provided.
Plan a systematic sequence of effective teaching, learning and assessment, based on a given data set for year 2. Explain and justify how you will apply the salient features you have identified in part 1 to enhance children’s reading across different texts in the following areas:
Think about the following and design a lesson for each (which includes appropriate curriculum content descriptors (highlighted for clarity about the specific focus of each lesson, differentiation and assessment) :
Reading for pleasure using a whole language approach (top down)
Reading for meaning using both reader response theory and critical literacy
Reading for accuracy using an explicit model of teaching (bottom up)
Reading for fluency and expression (prosody) using strategies to practise fluency for example: readers theatre and/or choral reading.
Part 3 (1500 words)
Explain and justify how you applied the salient features you have identified in part 1 to enhance reading for the data set a diverse group of children in the early years including EALD and Aboriginal and Torres Strait Islander students.
Criteria 1: Appraise theories of the teaching of reading and how they inform practice.
Criteria 2: Create systematic, explicit teaching, learning and assessment to develop the reading knowledge and skills of all learners, including EALD and Aboriginal and Torres Strait Islander students.
This handout is some information about lesson planning.
Holle-Lesson-Planning.pdf Holle-Lesson-Planning.pdf – Alternative Formats
All lessons include the following and your lessons should include these elements:
A key objective linked to the curriculum and the assessment
An opening – or lesson hook to get children interested
Orientation where background knowledge is identified, children are informed with an explanation and reasoning for the learning
Main Body of the lesson: Synchronised Teaching Steps and Learning steps – this is where there are teaching strategies, techniques, questioning, reflective of the theory used. For eg Cognitive Processing (Explicit teaching) will incorporate I do, we do, you do. Whole language will include interests of readers, creative ideas for meaning making, engagement with a variety of texts, meaning making activities, Transactional Theory (Reader Response) Readers responding to texts and interpret texts and sharing ideas between readers and Critical Theory (Critical literacy) invite children to think and encourage questioning of texts: thinking through purposes of authors and illustrators and comparing thoughts amongst readers.
Closure – coming back together to reflect offer feedback and check for understanding.
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