EDU30067 Teaching English (English Specialisation) Assignmen, Lecture notes of Accounting

Download EDU30067 Teaching English (English Specialisation) Assignmen and more Lecture notes Accounting in PDF only on Docsity! EDU30067 Teaching English (English Specialisation) Assignment 1: Report (Primary Specialisation) Executive Summary: This report will discuss concepts of literacy within the Australian Curriculum. This will have a focus on 21stcentury skills, structure of the curriculum, multiliteracies and fluency, and their effects on becoming an active participate of society. Additionally, two assessment strategies will be discussed, identify benefits and limitations; these include running records with miscue analysis and portfolios. These assessment strategies make links directly to the Australian Curriculum, providing insight into the ability to accurately measure students' learning. As a result, recommendations for inclusive assessment strategies by using a range of assessment approaches is suggested. 1.Introduction: Literacy within the context of the Australian Curriculum explores both written and spoken language with the aims of expanding students' appreciation and enjoyment of the use of English (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). This report will investigate literacy within the Australian Curriculum, describing the concept of literacy and the effects of teaching literacy in Australian primary schools. In addition, authentic types of assessment including running records with miscue analysis and student portfolios will be explored to determine the impact they have on students' learning of literacy within the Australian Curriculum. Using a critical lens on these two assessment strategies will provide insight in their abilities to assess the teaching and learning of literacy. Recommendations will be provided based on the finding throughout the paper to support appropriate assessment strategies and teaching practices of literacy. 2.Findings: 2.1.Concepts of Literacy and their impact within the Australian Curriculum Literacy definitions are multifaced, making the consensus on what literacy is hard to define, however it is generally understood that it involves reading, writing, speaking, listening and viewing (Fellowes & Oakley, 2014). Many understand the concept of literacy to be everchanging with cultural communicative practices and technological developments in today's society, therefore an appreciation for 21stcentury thinking is necessary. In the Australian Curriculum, the English subject is divided into three strands, language, literature and literacy; within these strands are sub strands. Language holds five sub strands of language variation and change, language for interaction, text structure and organisation, expressing and developing ideas and phonics and word knowledge. In this strand, students develop their understanding of how the English language works and how to use it affectively to communicate (ACARA, n.d.). Literature engages the four sub strands of systems. The Australian Curriculum extends its significance of fluency in Literacy: interpreting, analysing and evaluating sub-strands, describing importance of development fluency in reading (ACARA, n.d.). Becoming fluent in reading is essentially building the foundation of becoming literate, which will help students move beyond 'learning to read' and into 'reading to learn' (Flint et al., 2008). With this skill, the student can become an effective participant in society as they can engage in fluent reading for personal hobbies, professional development and within the work force. 2.2 Assessment Strategies and their Effects for the Teaching and Learning of Literacy in the Australian Curriculum Assessment is the process of identifying, gathering and interpreting information about students' learning to assist in planning and implementing effective teaching and learning (Clay, 1991). The use of assessment provides insight into what the student can do, what to learn next, how to learn it and how to know when they reach the outcome (Winch et al., 2020). Assessments strategies can be formative, summative or diagnostic; assessment for/as learning to identify the beginning of instruction period and during the process of teaching, assessment of learning used at the end of an instructional period, and assessment of students' knowledge prior to instructional period, respectfully (Flint et al., 2008). Running records with miscue analysis are a form of formative assessment providing teachers insight into students reading behaviours. This strategy of assessment assists teachers in planning future lessons as a result of the observed and analysed reading abilities and areas for support, error patterns to determine decoding, phonemic awareness and word recognition abilities, fluency strengths and comprehension, whilst keeping a record to track progress and differentiate learning (Flint et al., 2008). This assessment strategy can be used in conjunction with the four-resource model (Flint et al., 2008). Readers have the opportunity t develop their literacy practices by interacting with texts in the form of code breaker as they decode the written texts and well as text participate as they develop their comprehension skills within the text. Running Records are used widely across Australian primary schools as they can effectively be linked to the Australian Curriculum English, for example in the Year 1 content descriptors, as it allows for assessment of Literature: examining literature for comprehension skills and Literacy: interpreting, analysing and evaluating in the use of decoding skills and phonic knowledge; "ACELT1584" and "ACELY1659" (ACARA, n.d.). However, Stouffer (2021) describes the need for caution when assessing through running records as a higher-level reading rate text is suggested to be used, leading to a higher rate of guessing/predicting. Research shows students are more likely to guess based on the picture, then attempt to utilise their developing letter/sound decoding skills, which can negatively affect their comprehension of the text. Stouffer (2021) suggests the use of running records and miscue analysis to be used in conjunction with other formative assessment strategies to ensure the student's whole literacy abilities are being assessed. Furthermore, the approach of portfolios is another effective literacy assessment strategy used in Australian primary schools. These refer to more than just a collection of work to be displayed to parents, rather an ongoing document of growth and development of the student's individual process to learning (Flint et al., 2008). Teacher can use the information gathered in through portfolios to make decisions on lesson planning differentiated to each student's needs, interesting, abilities and goals. Ideally, a student should be involved in the making of the portfolio, determining what works they would like to add to their portfolio, developing their sense of ownership and assisting in the process of self-assessment (Fellowes & Oakley, 2014). Portfolios as assessment are inclusive for each students' learning journey as they provide teachers multiple opportunities to observe and assess learning in different settings whilst allowing students to express themselves (McLachlan et al., 2012). Portfolios can measure the growth of students writing in the form of spelling, legibility and fluency of script, essential in the Australian Curriculum English Year 2 content descriptor "ACELY1673" in Literacy: creating texts. Additionally, reading development of