Language and Literacies

 

The references below include Campbell and Green (2006) and the other references provided to complete Project 2 assignment, so these will be the same for everyone’s assignment. In keeping with the assignment requirements you will need to have five more that you have located yourself through your own research in addition to the ones below:1. You should have at least five references for this essay in addition to Campbell and Green (2006) and the other references provided to complete the assignment. References Anstey, M., & Bull, G. (1996). Re-examining pedagogical knowledge and classroom practice. In G. Bull & M. Anstey, (Eds.), The literacy lexicon (pp. 89- 106). Sydney: Prentice-Hall. Campbell, R., & Green, D. (Eds.). (2006). Literacies and learners: Current perspectives (3rd ed.). Frenchs Forest NSW: Pearson Education Australia.Culican, S. J. (2005). Troubling teacher talk: The challenge of changing classroom discourse patterns. Paper presented at the annual conference of the Australian Association for Research in Education, University of Western Sydney, NSW. Retrieved February 15, 2009, from http://www.aare.edu.au/05pap/cul05592.pdfO’Neill, S. (2011). Basic transcript analysis. EDX1170 Foundations of language and literacy course notes, Toowoomba: University of Southern Queensland.O’Neill, S. (2009). Transcript 1, Spoken text extract parent and Year 1 daughter. EDX1170, Course resources.O’Neill, S. & Gish, A. (2009). Transcript 2, Spoken text extract Year 3 teacher and class group. Adapted from O’Neill, S. & Gish, A. (2008). Teaching English as a second language (pp. 136-139). South Melbourne: Oxford University Press.

NOTES:1. Further details available on the Study Desk.Course assessment proceduresPlease refer to the USQ Academic Regulations for Assessment located athttp://policy.usq.edu.au/policy/files/assessment.htm#id1http://policy.usq.edu.au/documents/14749PLAdditional assessment notes(a) The due date for an assignment is the date by which a student must dispatch or upload theassignment to USQ. The onus is on the student to provide proof of the dispatch date, ifrequested by the Examiner. Otherwise, when uploaded to the EASE system the submissiondate is automatically recorded.(b) Students must retain a copy of each item submitted for assessment. This must bedispatched to USQ within 24 hours if requested by the Examiner.(c) In accordance with University’s Assignment Extension Policy (Regulation 5.6.1), theexaminer of a course may grant an extension of the due date of an assignment in extenuatingcircumstances, such as documented ill-health.(d) In the event that a due date for an assignment falls on a local public holiday in their area,such as a Show holiday, the due date for the assignment will be the next day. Students are tonote on the assignment cover the date of the public holiday for the examiner’s convenience.(e) Students who do not have regular access to postal services or who are otherwisedisadvantaged by these regulations may be given special consideration. They should contactthe examiner of the course to negotiate such special arrangements.(f) Students who have undertaken all of the required assessments in the course but who havefailed to meet some of the specified objectives of the course within the normally prescribedtime may be awarded the temporary grade: IM (Incomplete-Makeup).An IM grade will only be awarded when, in the opinion of the examiner, a student will beable to achieve the remaining objectives of the course after a period of non-directed personalstudy.(g) Students who, for medical, family/personal, or employment-related reasons, are unable tocomplete an assignment or sit for an examination at the scheduled time, may apply to defer anassessment in the course. Such a request must be accompanied by appropriate supportingdocumentation. One of the following temporary grades may be awarded: IDS(Incomplete – Deferred Examination; IDM – Incomplete Deferred Make-up; IDB- Incomplete – Both Deferred Examination and Deferred Make-up).2 EDX1170 – Foundations of language and literacies© University of Southern QueenslandExaminationThere is no examination for this course.Required referencing styleAssignments are to be written using the APA referencing style. Please refer to the USQLibrary web site for referencing guides in the APA style. Go tohttp://www.usq.edu.au/library/referencing/apa-referencing-guide This provides detailson the referencing of print and electronic publications.Assessment 3© University of Southern QueenslandAssignment 1Portfolio of literacy resourcesDescription Marks out of Wtg(%) Due dateProject 1 45 45% 18 Apr 2016This assignment is designed to be the beginning of your professional literacy portfolio whichyou should add to as you move through your degree. It is designed to assess the followingcourse objectives, as listed in course specifications:Objective 1. Recognise features of language acquisition and oral language development.Objective 2. Understand the context/text model.Objective 4. Identify various approaches to language and literacies learning.Objective 5: Analyse teacher talk and understand the implications for effective literacyteaching.Objective 6. Demonstrate competence in and appropriate use of language and literacy,including spelling, grammar, punctuation and APA referencing.Assignment details:The Portfolio has two tasks. The first relates to your participation in two online discussionforums and becoming aware of emergent literacy and literacy pedagogy, and the second yourunderstanding of the teaching of reading through the Four Resources Model.Discussion ForumsTask 1: Part A (15%)Record of participationUp to the submission date for this assignment there will be two online discussion forumsthat relate to the course of study in the first few weeks.You are required to work collegially making connections with your peers in your particulartutorial group’s forums which will be on the Study Desk.1. You are required to think of a stimulus question and post it in one of the twoforums according to your personal preference.2. Then you must lead the ensuing online discussion for your stimulus question. Thismeans that you need to monitor your colleagues’ responses to your stimulus questionand formulate replies that encourage further comment and analysis from yourcolleagues.4 EDX1170 – Foundations of language and literacies© University of Southern Queensland3. At the same time you are required to contribute to the discussion in both forums. Youdo this by posting a minimum of 2 responses in each of three of your colleagues’stimulus questions in each forum as depicted in the smiley face check list below.4. A post is defined as at least 15 words; your responses should be designed to encouragefurther constructive discussion. Your posts should link to the content in the course.5. Your overall participation in these discussion forums represents an important part oflearning in this course. They are designed to stimulate your thinking and talking aboutthe issues raised in relation to developing children’s literacy and the pedagogy involved.They are also designed to facilitate your professional interaction with peers in keepingwith the course’s sociocultural approach to learning.6. Check list for completing your postsContributeForum 1 Forum 2Colleague 1Post 1Post 2Colleague 2Post 1Post 2Colleague 3Post 1Post 2Colleague 4Post 1Post 2Colleague 5Post 1Post 2Colleague 6Post 1Post 2LeadYOUPost a stimulus question in Forum 1 orForum 2.Monitor and respond constructively toyour peers’ response posts to yourstimulus question.All posts can be constructive questions,comments, explanations, descriptions,sharing/discussion of relevantreferences, teaching materials and thelike.Remember it is your question and youneed to keep the conversation on track.In summary, apart from your posts in your own stimulus question area you should have 12contribution posts of at least 15 words each, which should amount to a minimum of 180words.Assessment 5© University of Southern QueenslandPresentation of Task One Part A for your Portfolio of literacy resources1. Once your participation has met the above requirements you must copy and paste thoseposts that best reflect the quality of your contributions and leadership, including thedate and time into a Word file. See example on Study Desk.2. You must organise them under the headings of Forum 1 and Forum 2 and your stimulusquestion component.3. This part of your assignment must not exceed 3 x A4 pages.Part ATemplateForum 1Forum 2My stimulus question and leadershipTask 1: Part B (15%)(Word count 700-850 words)Thinking about your study so far (Modules 1–5 and forum participation) write aninformation report about the literacy pedagogy evident in the video-lesson provided onStudy Desk in the Assignment 1 resources folder (this will be accessible via a link to theInternet).Your report must be in keeping with the information report text type and must (a) makereference to the literature in the field to support your claims and (b) include a minimum ofthree references. Your report should follow APA referencing style – seehttp://www.usq.edu.au/library/referencing/apa-referencing-guideTask 2 (15%)Teaching reading through the Four Resources Model (4RM)This task requires you to demonstrate your understanding of how the Four Resources Modelapplies to the teaching of reading. You are provided with the following template to structureyour response.1. Select a picture story book that is appropriate for children in the early years with whichyou would be able to conduct “shared reading” as described in the course text book(Seely Flint, Kitson, Lowe & Shaw, 2013, pp. 156; 249–252) and also in Campbell andGreen (2006, pp. 113–115). The Campbell and Green pages are available via the tab atthe top of the Study Desk (Useful Links – Course Readings DiReCt).2. Write a brief overview of your book that gives the basic story line and explains the mainreasons for your choice for your shared reading literacy learning experiences. Why isyour picture book suitable for shared reading? (200-300 words).3. Complete the following matrix to explain how you would use your story book toexplicitly teach each of the 4RM practices and specify what the children wouldactually be doing to apply each.6 EDX1170 – Foundations of language and literacies© University of Southern Queensland4RM roles How will you as the teacheruse the book to explicitlyteach this literacy practice?What will the childrenactually do when they areengaging in this practice?How will they apply thisliteracy practice?Code-breakerText participantText userText analyst(To make best use of the space, make your table landscape orientation).Check List1. I downloaded the file containing the template from the Study Desk.2. I saved my assignment in Word in either .doc or .docx format.3. I have submitted my assignment to EASE as one document only, using thetemplate provided on the Study Desk.4. I have included:● A cover sheet with my name, student number and mode of study (e.g. Oncampus, Springfield) a Table of Contents and page numbers One overall Reference List● the marking feedback rubric last at the end of the assignment5. I have checked that I am uploading the correct version of my assignment tothe Study Desk.PLEASE NOTE: Collaboration and study groups are encouraged for this course, however allmaterial that you submit must be your own work. Read very carefully the “AcademicMisconduct” guide at http://policy.usq.edu.au/documents/14132PLNote the meaning and consequences of plagiarism and cheating. Do not copy the work ofyour peers or others, and be sure to clearly acknowledge and reference the informationsources that you use in your assignment in APA format.See: http://www.usq.edu.au/library/referencing/what-is-plagiarismAssignment 1 marking rubricSee the Study Desk Assignment 1 Resources FolderAssessment 7© University of Southern QueenslandAssignment 2Description Length Wtg(%) Due dateProject 2 1750 words 55% 06 Jun 2016Format: Written comparative analysis (essay)This written comparative analysis is designed to assess the following course objectives, aslisted in course specifications:Objective 3. Understand sociocultural contexts for language and literacies learning.Objective 4. Identify various approaches to language and literacies learning.Objective 5. Analyse teacher talk and understand the implications for effective literacyteaching.Objective 6. Demonstrate competence in and appropriate use of language and literacy,including spelling, grammar, punctuation and APA referencing.Assignment details:1. Examine two transcripts of talk (provided on the EDX1170 Study Desk) involving anadult (teacher/parent) and children/a child. Both are instructional settings but one is set inthe home environment and is a conversation between a parent and child, while the otheris in a classroom and is a conversation between a teacher and students. Please note thatthe home context is a naturalistic setting and is not a case of home schooling.2. Working from your learning and the supportive resources provided in the lead up to thisassignment, including your knowledge of the role of talk in literate, cultural and socialpractices from Module 6, analyse the characteristics of the talk in the two situations tocompare the effectiveness of literacy pedagogies. Your comparative analysis shoulddiscuss the evident differences between the social worlds of home and school, the rolesof adults in both settings and the role/s of children in both settings. Some questions toconsider, though not exhaustive, are: How is learning conducted at home and in school?What are the differences and similarities? Finally, your essay should demonstrateinsights about why students in classrooms participate in particular ways and whatchanges may be necessary to classroom pedagogy because of this.3. Further guidance in mastering the genre of comparative analysis and the tools andapproach to transcript analysis will be provided in lectures, tutorials and resourceson the Study Desk.4. You should have at least five references located through your own research for this essayin addition to those provided to complete the assignment.8 EDX1170 – Foundations of language and literacies© University of Southern QueenslandNotes and supporting documentation:1. Ensure that you use and refer to the dialogue in the transcripts to support your stance.2. Ensure your references are listed at the end of the essay and are in APA style.3. Include the rubric at the end of the assignment.4. Upload to the Study Desk as one document only.PLEASE NOTE: Collaboration and study groups are encouraged for this course, however allmaterial that you submit must be your own work. Read very carefully the “AcademicMisconduct” guide athttp://policy.usq.edu.au/documents/14132PL. Note the meaning andconsequences of plagiarism and cheating. Do not copy the work of your peers or others, andbe sure to clearly acknowledge and reference the information sources that you use in yourassignment.See: http://www.usq.edu.au/library/referencing/what-is-plagiarismReferences for writing a comparative analysisHarvard – how to write a comparative analysishttp://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysisHarvard – General academic writinghttp://writingcenter.fas.harvard.edu/pages/strategies-essay-writing

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