• Assessment 1:
Report 40% Due September 12th, 2022 at 23:59 WST
WORD LIMIT: 2500 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.
Intent: Investigate and identify the social and cognitive processes of learning to read related to the case study of Alice who is in year 1
Data Set for Alice Year 1.pdf Data Set for Alice Year 1.pdf - Alternative Formats
You will apply knowledge of the 3 Government reading reports, theories of teaching reading , and understanding of how oral language, phonological awareness, phonics, and teaching decoding to support children learning to read.
You will situate Alice’s development against the teaching resource: Letters and Sounds. Principles and Practice of High-Quality Phonics and the National Literacy Learning Progressions for speaking, listening and reading. (Available here:
Web : https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/
You will structure your report in the following way.
Create a table to represent the data about Case Study Child: Alice. Identify the age-appropriate strengths and learning opportunities for Alice’s future reading development. Do not use the Australian or state-based curriculum to do this.(Use the learning progressions and Letters and Sounds.
Analyse the unit content, including readings and research, for topics 1-5 to explain learning to read in relation to Alice.
Identify and outline the practices based on your reading and research which show your understanding of how a teacher would support Alice’s development as a reader in her early year’s classroom.
You must consider
• speaking and listening. How would you promote productive classroom dialogue collaborative conversations to enhance oral language and development to support Alice and all children in the class?
• Alice’s learning of Phonological awareness, phonics, and decoding.
• How the theories will support different ways of teaching Alice and the children in the class.
Criteria 1: Demonstrate knowledge of the elements of reading and their symbiotic relationship to one another.
Criteria 2: Examine the social and cognitive processes of reading.
Criteria 3: Appraise theories of the teaching of reading and how they inform practice.
EDUC5031 EDUC5032 MTC510 Introduction to English- Reading rubric 1.pdf EDUC5031 EDUC5032 MTC510 Introduction to English- Reading rubric 1.pdf - Alternative Formats
• Resources for the assessment
Resources for the assessment
Here is an example of a scope and sequence document which a teacher has created. It has embedded links and it does refer to more than just reading.
This may be useful for TASK 3.
K-2-NSW-foundation-skills-scope-and-sequence-LS.docx K-2-NSW-foundation-skills-scope-and-sequence-LS.docx - Alternative Formats
The Curriculum is very broad and the language strand of the curriculum has skills stepped out but they are not in fine detail about what children need to learn. Schools often create their own scope and sequence documents which are helpful for teachers to see the fine detail of the learning required by children and what teachers have to teach. Some schools use the English Document called Letters and Sounds.
There are many scope and sequence documents and most align fairly closely as the skills are mapped out from least difficult to most difficult.