The purpose of this folio assessment is for you to gather information to demonstrate your ability to identify, evaluate and communicate ideas about effective teaching strategies for developing literacy within early years education (from birth to 8 years of age). The development of reading and writing skills is an essential aspect of early primary education (Foundation to Year 2) that sets up children for success in subsequent years. Therefore, the teaching of reading and writing is an essential role in relation to literacy education. This folio will allow you to demonstrate your understanding of teaching strategies for developing a range of reading and writing skills, as well as your ability to put these strategies into action, by responding to a range of scenarios related to reading development. In addition, this folio will allow you to demonstrate your understanding of literacy programs that are designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness.
You are required to respond to the following scenarios. Riley and Mia are Year 1 students who were presented with the same text extract to read and comprehend. The following is the text excerpt: One hot sunny day, Wombat and Echidna went to the seaside. Wombat lay on the sand, sunbathing. But Enchidna was bored and restless. “If we had a boat,” said Echidna, “we could sail away to sea and have an adventure. We could be explorers!” Echidna was always looking for adventure. Wombat wasn’t. So Wombat was not very happy when a little boat came drifting towards them. But it cheered Echidna up. “This must be our lucky day,” he said. “Come on, Wombat.” “I’ve never been in a boat,” said Wombat. The two friends climbed in and Echidna pulled hard on the oars.
You are required to respond to the following scenarios. 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. Below are transcripts of two students in year 2, Harper and Madison’s, written narratives. The following is Harper’s written 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.
