Developing literacy

2.Develop a range of teachin” rel=”nofollow”>ing practices and resources to engage children in” rel=”nofollow”>in learnin” rel=”nofollow”>ing appropriate to their strengths, in” rel=”nofollow”>interests and needs
3. Consider and compare in” rel=”nofollow”>instruments and practices designed to assess children’s communication skills, particularly oral language, readin” rel=”nofollow”>ing, writin” rel=”nofollow”>ing and grammar skills and review and critique appropriate literacy programs and resources
4. Construct methods and tools that support children with a wide range of skills in” rel=”nofollow”>in literacy
5.Consider and develop a range of strategies to enable ICT to expand literacy teachin” rel=”nofollow”>ing.
Assessment details

This folio task in” rel=”nofollow”>incorporates two sections. Both sections require you to respond to the followin” rel=”nofollow”>ing scenario based on writin” rel=”nofollow”>ing development:
Followin” rel=”nofollow”>ing prior learnin” rel=”nofollow”>ing about recounts, and class discussion of story structure, students were asked to write a story of their own. Ideas and vocabulary from their discussions were available on the classroom wall and students also read and commented on their partner’s work. The idea of the bonsai tree derived from paired discussion about unusual plants from around the world and how to make them do dramatic thin” rel=”nofollow”>ings.
•Harper’s narrative
•Madison’s narrative
Section 1

For both Harper and Madison you will need to:
1.develop and describe a teachin” rel=”nofollow”>ing strategy you have covered in” rel=”nofollow”>in the material to support and extend the child’s writin” rel=”nofollow”>ing development
2.propose an example of specific learnin” rel=”nofollow”>ing experiences aligned to the strategy that will support the child’s writin” rel=”nofollow”>ing development. This should in” rel=”nofollow”>include: ?a description of the teachin” rel=”nofollow”>ing methods required for the learnin” rel=”nofollow”>ing experience
?an explanation for how it will support the development of writin” rel=”nofollow”>ing skills
?suggestions on how ICT can be in” rel=”nofollow”>incorporated in” rel=”nofollow”>into the lesson.
This section of the folio should be around 1000 words, evenly split between each child. Make sure your responses for both children are clearly delin” rel=”nofollow”>ineated.

Section 2

Describe the in” rel=”nofollow”>instruments and practices you would use to assess the writin” rel=”nofollow”>ing skills of both children. Explain” rel=”nofollow”>in the features and benefits of your identified in” rel=”nofollow”>instruments and how they meet the specific writin” rel=”nofollow”>ing needs of both children.

This section of the folio should be around 500 words.
justify your responses to the scenarios by makin” rel=”nofollow”>ing lin” rel=”nofollow”>inks to published academic sources, appropriately cited in” rel=”nofollow”>in APA style.
2.Develop a range of teachin” rel=”nofollow”>ing practices and resources to engage children in” rel=”nofollow”>in learnin” rel=”nofollow”>ing appropriate to their strengths, in” rel=”nofollow”>interests and needs
3. Consider and compare in” rel=”nofollow”>instruments and practices designed to assess children’s communication skills, particularly oral language, readin” rel=”nofollow”>ing, writin” rel=”nofollow”>ing and grammar skills and review and critique appropriate literacy programs and resources
4. Construct methods and tools that support children with a wide range of skills in” rel=”nofollow”>in literacy
5.Consider and develop a range of strategies to enable ICT to expand literacy teachin” rel=”nofollow”>ing.
Assessment details

This folio task in” rel=”nofollow”>incorporates two sections. Both sections require you to respond to the followin” rel=”nofollow”>ing scenario based on writin” rel=”nofollow”>ing development:
Followin” rel=”nofollow”>ing prior learnin” rel=”nofollow”>ing about recounts, and class discussion of story structure, students were asked to write a story of their own. Ideas and vocabulary from their discussions were available on the classroom wall and students also read and commented on their partner’s work. The idea of the bonsai tree derived from paired discussion about unusual plants from around the world and how to make them do dramatic thin” rel=”nofollow”>ings.
•Harper’s narrative
•Madison’s narrative
Section 1

For both Harper and Madison you will need to:
1.develop and describe a teachin” rel=”nofollow”>ing strategy you have covered in” rel=”nofollow”>in the material to support and extend the child’s writin” rel=”nofollow”>ing development
2.propose an example of specific learnin” rel=”nofollow”>ing experiences aligned to the strategy that will support the child’s writin” rel=”nofollow”>ing development. This should in” rel=”nofollow”>include: ?a description of the teachin” rel=”nofollow”>ing methods required for the learnin” rel=”nofollow”>ing experience
?an explanation for how it will support the development of writin” rel=”nofollow”>ing skills
?suggestions on how ICT can be in” rel=”nofollow”>incorporated in” rel=”nofollow”>into the lesson.
This section of the folio should be around 1000 words, evenly split between each child. Make sure your responses for both children are clearly delin” rel=”nofollow”>ineated.

Section 2

Describe the in” rel=”nofollow”>instruments and practices you would use to assess the writin” rel=”nofollow”>ing skills of both children. Explain” rel=”nofollow”>in the features and benefits of your identified in” rel=”nofollow”>instruments and how they meet the specific writin” rel=”nofollow”>ing needs of both children.

This section of the folio should be around 500 words.
justify your responses to the scenarios by makin” rel=”nofollow”>ing lin” rel=”nofollow”>inks to published academic sources, appropriately cited in” rel=”nofollow”>in APA style.

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