As with reading, the development of core writing skills is an essential aspect of early primary education and therefore a critical role for educators. In this second folio task, you will demonstrate your understanding of strategies for developing a range of writing skills, as well as your ability to put these strategies into action, by responding to two scenarios related to writing development. In addition, you will consider the role that ICT can play in literacy education.
Related learning outcomes
This task is assessing your ability to meet the following unit learning objectives:
2. Develop a range of teaching practices and resources to engage children in learning appropriate to their strengths, interests and needs.
3. Consider and compare instruments and practices designed to assess children’s communication skills, particularly oral language, reading, writing 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 literacy.
5. Consider and develop a range of strategies to enable ICT to expand literacy teaching.Assignment details
This folio task incorporates two sections. Both sections require you to respond to the following scenario based on writing development:
Following prior learning 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 things.
• Harper’s narrative (DOCX 22 KB)
• Harper’s narrative:
A long time ago a boy called Harper he will stay the for 2 weekes weeks. They were onuy gowing there on hollday. he always wanted to see a bonsai On the way they saw a forest. They went on a bullet train. Then when they got off the train they went in the forest. Harper fond fownd a bonsai. Harper fownd a old house. he decided to live in it. Harper fownd it fery coftbel in it.
Sudenly Harper saw that a big huge scary bonsai monster. The bonsai monster was chasing Harper. Harper was scard he diden’t know what to do. When Harper was running he found a tree he cut it down.
Then the monster fell down. Then Next out of knowwere a man with an acs slict the bonsai. Next the bonsai came back to nomat. What a amazing adventer!
• Madison’s narrative (DOCX 21 KB)
Madison and the giant Bonsai
Once upon a time there was a girl called Madison who lived with her poor mum. They lived in a trickety, old and wooden house. They got there precios money by milking their old, spotty cow (Daisy).
Early the very next morning it was as sunny as a sunshine. That very particular day Madison’s mum asked Madison,
“Can you sell Daisy because she is too old and in return get some money?”
“Sure,” replied Poppy and set off in the dusty allaway.
On the dusty allaway she trotted, until she met a stranger. “Who are you?” whispered the stranger. “I am Madison,” suggested Madison.
“It does not matter, anyway I will give you five magic seeds for your cow,” announced the stranger.
Madison thought it was an extrordinary idea, so she agreed and took the five magic tiny seeds.
Later on she strode down the allyway and finally arrived home. When she arrived, her mum was furios and she was so stubbant with Madiosn. She threw the beans out of the glass delicate window as fast as a cheetah.
“Go to your room without any of your favourite scrumptious dinner!” Shouted Madison’s mother. Madison felt really miserable, so she went to her room without any ofher favourite scrumptios dinner.
The next morning Madison saw a massive and it was reaching into the fluffy, white, cuddly clouds. Madison decided to climb it. Up…up…up. It got colder and colder and colder. Madison got really cold. Finally she arrived up to the top of the massive Bonsai.
Slowly, Madison lifted her head and then she saw a humungous castle. Madison was so amazed she couldn’t say anything. When she could speak she crawled to the castle and knocked quickly but nobody answered.
Creep…creep…creep. Trembling, Madison heard a booming voice. “FEE FI FO FUM!” roared the voice. “I SMELL THE BLOOD OF AN ENGLISHMAN!” As fast as Madison’s legs could take her, she ran to an oven to hide and she was safe. Luckily the person went to sleep. Slowly Madison sneaked out of the oven and realized that the person was an enormous giant! Then Madison saw some golden flowers on the table. Really quickly, Madison grabbed the golden flowers as fast before you could say jump.
Carefully, Madison scurried down the massive Bonsai and gave the golden flowers to her poor mum. “Oh my!” cried Madison’s mum happily. “What a lucky escape that was!” thought Madison.
For both Harper and Madison you will need to:
1. develop and describe a teaching strategy you have covered in the material to support and extend the child’s writing development
2. propose an example of specific learning experiences aligned to the strategy that will support the child’s writing development. This should include:
o a description of the teaching methods required for the learning experience
o an explanation for how it will support the development of writing skills
o suggestions on how ICT can be incorporated 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 presented.
Describe the instruments and practices you would use to assess the writing skills of both children. Explain the features and benefits of your identified instruments and how they meet the specific writing needs of both children.
This section of the folio should be around 500 words.
For both sections, you must justify your responses to the scenarios by making links to published academic sources, appropriately cited in APA style.
Your folio must be compiled as a single Word document, with the two sections clearly outlined. Third person voice should be used across the folio.
All resources referred to in your folio must be included in a reference list, appropriately formatted in APA style. This reference list will not be included within the word count for the assessment.