ENGL1004 (TERM 5)
ASSESSMENT 2 BRIEF: English: Literature, Language and Literacy
Length 1500 words
Submission Turnitin submission
Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
ULO3: Demonstrate an understanding of the teaching and learning of reading and the impact of electronic multimedia and digital literacies.
ULO4: Demonstrate an understanding of the teaching of reading and writing in years K-6, including phonemic awareness, systematic phonics instruction, sentence structure, and evidence-based approaches related to how to assess reading and writing, particularly for students who are at risk of falling behind, and monitoring student progress in reading.
This assessment requires you to write an essay to demonstrate your understanding of early reading and writing skills and knowledge about how to teach reading and writing in the classroom using the child scenario provided in the Assessment 2 folder.
The aim of this assessment is to allow you to demonstrate your understanding of early reading and writing skills and knowledge about how to teach and assess reading and writing skills of children from diverse backgrounds. This assessment will see you use the skills that will be transferable to real life workplace like the ability to be responsive to change, to be inquiring and reflective in practice. You will develop a commitment to excellence in all scholarly and intellectual activities, including critical judgement.
Write a 1500 words academic essay to demonstrate your understanding of the importance of how to teach reading and writing using the scenario provided (You must select ONE child from one of the scenarios). Please ensure that your essay considers the following points:
1. Explain your understanding of why early literacy and language skills are important for the child in the scenario provided. (Select one child in the scenarios provided).
2. Identify one diverse factor that may impact upon the child’s literacy and language development.
3. Explain one appropriate classroom strategy and one learning activity for teaching the child reading and writing in the classroom.
4. Explain one formative assessment strategy for assessing the child’s reading or writing in the classroom.
Haru is in Year 2 at school and speaks Japanese. His family have recently immigrated from Japan to an inner-city suburb in Australia and he attends a local city school. His parents work in the retail business and he has a baby sister. English is not Haru’s first language, but he was beginning to learn English in Japan. This term at school he requires additional support in oral language, phonics and spelling (such as diagraphs e.g., ph, ch, th) and comprehending the meaning of new words to support his literacy development.
1. Learning Difficulties
Keely is in his Foundation year of school and has had a hearing impairment since birth which has caused a delay in his speech and language development. He wears a hearing aid in class. He lives in a rural farming community and his family own and work on a large dairy farm. This term at school, Keely needs additional literacy support in class for developing his vocabulary, comprehension, and phonics and spelling (such as words with these sounds “k”, “s,” “sh,”).
1. Gifted and Talented
Yindi is in Year 1 and lives with her family in a small coastal town in Yugambeh country. Her parents are both teachers who work in the local high school. Yindi attends her local primary school and has been assessed as being linguistically gifted and talented. She speaks her family dialect of the Aboriginal Yugambeh language and is also reading and writing at a level above her current year level in English. To further extend her literacy learning this term, Yindi would benefit from learning more complex vocabulary and spelling words (such as trigraphs “str”, “squ”, “scr”) and needs further opportunities for fluency development.
Note: A minimum of 10 academic references are needed to support your discussion.
Use Quick Guides from SCU Learning Zone, specifically the resources under Writing Assignments – General: https://www.scu.edu.au/learning-zone/quick-guides/
SCU Learning Zone: https://www.scu.edu.au/learning-zone/
Student appointments – https://www.scu.edu.au/learning-zone/student-appointments/
Workshops – https://www.scu.edu.au/learning-zone/workshops/
Quick Guides – https://www.scu.edu.au/learning-zone/quick-guides/
‘How to’ videos (APA 7th) – https://www.scu.edu.au/learning-zone/how-to-videos/
Students will need to provide 10 or more academic references (e.g. text books, or peer-reviewed scientific literature) at the end of their script (note that references are not included in the word count) and should adhere to APA7 SCU Library referencing guides
You are required to make a submission using the Turnitin submission point ‘Assessment 2: Essay’ in the ‘Assessments & Submissions’ section located in the left-hand side menu of the unit. You must label your submission with your surname and initials and the assessment name, e.g.: SmithJ_essay.doc.
As per the Assessment, Teaching and Learning Procedures document, all assessment tasks will be due at the time specified by the Unit Assessor. Late penalties may apply. See: https://policies.scu.edu.au/document/view-current.php?id=255&version=8#major6
“Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.”
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
The student’s performance fails to satisfy the learning requirements specified.
“Academic Integrity means behaving with the values of honesty, fairness and respect in an academic setting. The main place students practise academic integrity is assignments and exams. You do this by submitting your own work for assessment”. Please ensure you have read all the information below in the links and completed the academic integrity module and strictly adhere to academic integrity guidelines.