This folio task is organised into two sections. For each section, you're required to respond to the following scenario based on written narrative:
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.
The following are the transcripts for Harper’s and Madison’s written narratives:
The following are examples of Harper and Madison’s areas of need in their written narrative. You are required to select one area of need from Harper’s list and one area of need from Madison’s list in order to focus on for the requirements of this assessment:
| Harper's areas of need | Madison's areas of need |
|---|
| Example 1 | Punctuation | Spelling |
| Example 2 | Spelling | Components of narrative writing |
| Example 3 | Proof-reading of the written narrative |
Proof-reading of the written narrative
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Section 1 (1000 words)
Using the text and comprehension texts provided for Harper and Madison, you are required to:
- From the lists provided, select one area of need for Harper and Madison as the focus points for the requirements of this assessment.
- Select a teaching strategy that has been covered in the unit learning material and explain how that specific teaching strategy will support and extend each child's area of need in written narrative.
- Propose an example of a learning experience that is aligned to the teaching strategy that will support and extend the child's written narrative. This should include:
- a description of the teaching methods required for the learning experience
- an explanation for how the learning experience will support the development of writing skills
- an evaluation of how ICT can be incorporated into the learning experience to enhance literacy teaching.
This section of the folio should be approximately 1000 words, evenly split between each child. Make sure your responses for both children are presented clearly and justified by making references to published academic and professional sources and by identifying specific examples from each child’s transcript.
Section 2 (500 words)
In this section, you're required to:
- Compare the teaching strategies that you have used in the previous section.
- Discuss any benefits and limitations you may have noticed about the two teaching strategies.
This section of the folio should be approximately 500 words. Make sure your responses for both children are presented clearly and justified by making references to published academic and professional sources,appropriately cited in APA style.
Folio format
Your folio must:
- be formatted using the Times New Roman font and set the font size to 12
- the line spacing must be set as 1.5
- the two sections must be clearly outlined using appropriate headings and sub-headings
- a third person voice should be used across the folio
- be compiled as a single Word document
All sources 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 assignment.
Additional resources
The following resources will support you in completing this assignment:
This assignment will be submitted via Turnitin. You will find the relevant submission point below.
Please allow a 24-hour turnaround for an originality report to be generated. See theTurnitin originality reportLinks to an external site.area of Study Resources for several guides to assist with the submission process.
Assignment support
Don't forget that in addition to your eLAs, who provide discipline-specific content advice, you can access the 24/7 draft writing service from Studiosity.
If you need assistance with academic feedback on a draft of your assignment task seeAssignment support: Studiosityor get in touch with your eLA.
- The identification and explanation of an area of need and a relevant teaching strategy that will support and extend each child’s area of need in writing development.
- The development and/or evaluation of a range of lessonsand resources including ICT to support the writing development of Harper and Madison.
- The comparison of literacy programs and resources designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness.
- The use of appropriate writing conventions.
- The use of academic research, including APA referencing.
Your work will be assessed using the following marking guide:
Assessment criteria
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No Pass
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Pass
(50-59%)
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Credit
(60-69%)
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Distinction
(70-79%)
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High Distinction
(80-100%)
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1.
Identification and explanation of a relevant teaching strategy that will support and extend Harper and Madison’s areas of need in written narrative.
This criterion is worth 30% of the overall assessment mark.
| Criterion not met |
The teaching strategies that were identified and explained to support and extend Harper and/or Madison’s area of need in their written narrative demonstrates a rudimentary understanding of the written process.
However, there was a limited number of references to academic and professional sources to support the explanations.
|
The teaching strategies that were identified to support and extend both Harper and Madison’s areas of need in their written narrative demonstrates a clear and concise understanding of the written process. The explanations provided were clear with a range of references made to academic and professional sources to support.
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The teaching strategies that were identified to support and extend both Harper and Madison’s areas of need in their written narrative demonstrates a deep understanding of the written process. The explanations provided were clear with a wide range of references made to academic and professional sources to support.
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The teaching strategies that were identified to support and extend both Harper and Madison’s areas of need in their written narrative demonstrates an accurate and deep understanding of the written process. The explanations provided demonstrates a high engagement with wide range of academic and professional sources to support.
|
2.
The development and evaluation of a range of learning experiences and resources including ICT to support the reading development of Harper and Madison.
This criterion is worth 30% of the overall assessment mark.
| Criterion not met |
The development and evaluation of learning experiences and resources, including ICT, for Harper and/or Madison are tangentially relevant thus showing a developing understanding of the stages of written narrative.
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The development and evaluation of learning experiences and resources, including ICT, for both Harper and Madison are relevant thus showing a clear and concise understanding of the stage of written narrative that Harper and/or Madison are at.
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The development and evaluation of learning experiences and resources, including ICT, for both Harper and Madison are clear and cohesive thus showing a deep understanding of the stage of written narrative that Harper and/or Madison are at.
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The development and evaluation of learning experiences and resources, including ICT, for both Harper and Madison demonstrates an accurate and deep understanding of the stage of written narrative that Harper and/or Madison are at.
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3.
The comparison of literacy programs (i.e the two teaching strategies) and resources designed to assess children’s communication skills.
This criterion is worth 30% of the overall assessment mark.
| Criterion not met |
An adequate comparison was made between literacy programs (i.e the two teaching strategies) and/or resources designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness.
A rudimentary understanding of relevant teaching strategies is demonstrated in the comparison that was made.
However, there was a limited number of references made to academic and professional sources.
|
There were clear and concise comparisons made between literacy programs (i.e the two teaching strategies) and/or resources designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness.
A clear and concise understanding of relevant teaching strategies is demonstrated in the comparisons that were made. These were supported by a range of academic and professional sources.
|
The comparisons made between literacy programs (i.e the two teaching strategies) and/or resources designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness.
A deep understanding of relevant teaching strategies is demonstrated in the comparisons that were made. These were supported by a wide range of academic and professional sources.
|
The comparisons made between literacy programs (i.e the two teaching strategies) and/or resources designed to assess children’s communication skills demonstrates an accurate and deep understanding of language acquisition and literacy skill development.
An accurate and deep understanding of relevant teaching strategies demonstrated in the comparisons that were made. These were supported by a wide range of academic and professional sources.
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4.
The use of relevant conventions of English;
spelling, punctuation, grammar and syntax.
This criterion is worth 5% of the overall assessment mark.
| Criterion not met |
Errors in the use of relevant conventions of English are prevalent; however, they do not detract substantially from the communication of ideas.
To improve in this criterion, it is highly recommended that you to seek advice and assistance from the Swinburne Learning and Academic Skills Centre.
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There are some errors in the use of relevant conventions of English; however, they do not detract from the communication of ideas.
To improve in this criterion, it is recommended that you to seek advice and assistance from the Swinburne Learning and Academic Skills Centre.
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There are minor errors in the use of relevant conventions of English; however, they do not detract from the overall good quality of the submission, or from the meaning communicated.
To improve in this criterion, it is recommended that you to seek advice and assistance from the Swinburne Learning and Academic Skills Centre.
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Thorough proof-reading and editing are evident in the adherence to the relevant conventions of English as shown in the work submitted.
In addition, there is a high degree of structure and formality that is maintained throughout the work submitted. Therefore, there were no errors in the relevant English conventions that were found.
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5.
The correct use of APA referencing.
This criterion is worth 5% of the overall assessment mark.
| Criterion not met |
The original work and others’ ideas have been cited; however, the incorrect use of APA referencing conventions is prevalent. Please refer to the APA reference guide.
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The original work and others’ ideas have been cited; however, with some incorrect APA referencing conventions.
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The original work and others’ ideas have been cited; however, with minor errors APA referencing conventions.
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The original work and others’ ideas have been cited with the correct use of APA referencing conventions.
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Please note: If the assignment fails to reach a satisfactory standard on each criterion, or it does not fulfil the task requirements, then it must be awarded a no pass.