1. QUESTION

   ASS 3 1000 WORDS    

   Literacy Lesson PlaN

   Marking criteria ECL300

   Marking Criteria	Fail	Pass	Credit	Distinction	High Distinction
   Ability of the student to engage with a range of sources to gather evidence for your learning using action learning principles	No demonstrated understanding of content	Expected pass level understanding of content with referenced and substantiated position/s	Thorough understanding of content with referenced and substantiated position/s	A comprehensive understanding of breadth and depth of play issues and development with referenced and substantiated position/s	Outstanding presentation of breadth and depth of play issues and development with referenced and substantiated position/s
   Understanding of how educators provide quality programs for speaking, listening, reading, writing and viewing in early childhood settings and classrooms	No clear articulated demonstration in the organisation of the assignment task	Expected pass level response articulated and demonstrated in the organisation of the assignment task	Clear demonstration and articulation of responses in the organisation of the assignment task	Clear and expanded demonstration and articulation of responses in the organisation of the assignment task	Clear, expanded and explicitly detailed demonstration and articulation of responses in the organisation of the assignment task
   Demonstration of the importance of depth of knowledge about the wider processes understood and practiced by teachers as literacy educators	Poorly articulated reflection	An expected pass level position of the importance of depth of knowledge about the wider processes understood and practiced by teachers as literacy educators.	Clearly demonstrated and articulated with depth of knowledge about the wider processes understood and practiced by teachers as literacy educators	Clearly demonstrated articulation with expanded depth of knowledge about the wider processes understood and practiced by teachers as literacy educators	Clear, expanded and explicitly detailed with depth of knowledge about the wider processes understood and practiced by teachers as literacy educators
   Overall presentation is clear, ideas are presented coherently and English expression is of a professional standard. Reference APA correctly	Unacceptable standard of grammar, coherence, structure and referencing	Expected pass level with consistent effort toward appropriate academic standard of presentation	Consistent and appropriate academic standard of presentation	Above average standard of academic presentation	Outstanding standard of academic presentation
   Use of Australian Curriculum and Early Years Learning Framework	No use of the Australian Curriculum and Early Years Learning Framework	Minimal use of the Australian Curriculum and Early Years Learning Framework	Generally sound use of the Australian Curriculum and Early Years Learning Framework	Solid use of the Australian Curriculum and Early Years Learning Framework	Very thorough use of the Australian Curriculum and Early Years Learning Framework

    

   ECL 300 Assignment 2: Organise an effective literacy session
   Due date:	Friday, Week 13,
   Length Task Overview	1,000 words with appendix if required You will plan and organise parts of literacy sessions across the content areas of the English curriculum F-2, explicitly linked to key curriculum documents, eg ACARA English literacy, literature & Language and apply beliefs and knowledge about literacy learning that you have developed in the Unit. Provide a rationale based on investigations in assignment 1, about your understanding of the content, approaches, strategies, children’s’ experiences, family, school and community expectations and resources.
   Planning and Organisation	In view of your beliefs and knowledge about literacy learning and your understanding of children’s’ experiences, family, school and community expectations and resources, plan and organise parts of a literacy session for the group of students in the early years(choose 1). These might be students that you have already been working with this year, or if you are not working in a school during this unit, design al plan based on your investigations in assignment 1, current professional experience and/or knowledge of a specified age group of children /classroom setting. Or use the site where you researched for assignment 2 in preparation for this unit. You will need to prepare a detailed plan of the wider program for example your planning might be part of a larger collaborative plan of literacy blocks. Plan detailed aspects and describe where they fit with the blocks and curriculum content. Planning and organisation Consult and collaborate with your EC educator and curriculum documents and/or guides and use these explicitly in your planning. Consult the wider literacy overview if you have access to one through a mentor teacher. Decide on the focus and goals for the teaching session and provide a brief discussion of these. Planning Show how this learning designs will fit into the class year and term program sequence and overviews. Write your program, including: · A statement indicating the unit(s) of work the class are / will be working on · A statement outlining what literacy learning you have identified for teaching during this session, what practices you are revising and what strategies will be ongoing. · A statement of outcomes and indicators from the Literacy curriculum framework in your jurisdiction and the national curriculum, identifying the strand and outcomes, and where this may fit with your mentor teacher program overview. · A statement of collaboration with mentor or co-teacher if on professional placement or if applicable. Organisation Show how you will organise: · Play as a tool for developing and extending knowledge of literacies. · Time how the session will be divided, to allow for maximum and effective modelling and practising of literacy activities. How it relates to what has been learned/experienced previously and where it will lead to in learning. · Space the physical environment, learning centres, furniture, student movement, human support. · Resources … displays, texts, materials, including human resources like

    

   	parents and educators. · Grouping … small	group, whole	class, special needs
   	Include relevant evidence photographs, illustrations,	in the form collaborative	of lesson plan, texts discussion with	used, floor plans, Team educator/teacher.
   	Anticipated outcome	and evaluation
   	Write an overall reflection do not have to teach	on how you these learning	would evaluate this designs. This section	lesson sequence. You of your assignment
   	asks only that you reflect	on what you	would anticipate for	achieving the goals of
   	this lesson. You must strong and successful	think about what experience for	it is about your all concerned. You	plan that will make it a must think about the
   	potential challenges you accordingly.	could predict.	You might alter or	adjust your plan
   	What are the key stages Are your learning plans	of your learning integrated with	designs? other key learning	areas? Why? Why not?
   	Identify the strengths of	your plan and	organisation?
   	Suggest potential weaknesses organisation and anticipated	or tensions teaching	in relation to of this lesson.	your planning,
   	Go back to your plan	and make changes	accordingly.
   Assessment criteria	This assignment will be · Discussion of teaching	assessed on goals,	the basis of the informed by sound	quality of your: understandings of literacy
   	learning, English	curriculum and	the situational	analysis in which it is set.
   	· Planning and organisation informed (collaboration	of the with educator	literacy session and and set text),	how these have been
   	· Demonstration of	your understanding	of content	(National Curriculum
   	English), suggested and approved Literacy	teaching and curricula	assessment	methodologies of Literacy
   	· Use of play, time, · Critical reflection	space, resources and evaluation	and grouping in of your plan and	your plan. consequent changes.
   	· Appropriate presentation, the use of sub-headings,	which correct	includes 12pt font, spelling, punctuation	double spaced format, and sentence
   	structure, and thorough	proofreading.

    

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