Assessment Guide for CHCEDS036: Literacy & Language Skills

Project assessment Criteria Unit code and name CHCEDS036 Support the development of literacy and oral language skills Qualification/Course code and name CHC30221 Certificate III in School Based Education Support Student details Student number Student name Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment. This assessment is my original work and has not been:  plagiarised or copied from any source without providing due acknowledgement.   written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned. Student signature and date Document title : CHCEDS036_AE_Pro2of3 Page 1 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Version: 20220406 Date created: 23 August 2023 © 2022 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the: Learning Bank The content in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 6 December 2023. For current information please refer to our website or your Teacher/Assessor as appropriate. Document title : CHCEDS036_AE_Pro2of3 Page 2 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Contents Project assessment .................................................................................................................................... 1 Criteria ............................................................................................................................... 1 Student details ................................................................................................................... 1 Assessment declaration ..................................................................................................... 1 Assessment instructions .................................................................................................... 4 Specific task instructions ................................................................................................... 7 Part 1: Short answer questions ......................................................................................... 8 Part 2: Research and short answer questions ................................................................. 10 Part 3: Scenarios .............................................................................................................. 13 Assessment checklist ....................................................................................................... 20 Assessment feedback ...................................................................................................... 24 Document title : CHCEDS036_AE_Pro2of3 Page 3 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Assessment instructions Table 1 Assessment instructions Assessment details Instructions Assessment overview The objective of this assessment is to assess your knowledge and performance in establishing program guidelines, support and monitoring progress when working with students who need support with their reading, writing and oral language skills. Assessment event number 2 of 3 Instructions for this assessment This is a project-based assessment that assesses your knowledge and performance of the unit. This assessment is in 3 parts:  Part 1: Short answer questions  Part 2: Research  Part 3: Scenarios And is supported by:  Assessment checklist  Assessment feedback (not included here) Note : This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser. Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must answer all the questions correctly. If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period. What do I need to provide? • TAFE NSW student account username and password. If you do not know your username and password, contact your campus or service centre on 131601. Document title : CHCEDS036_AE_Pro2of3 Page 4 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Assessment details Instructions Assessment overview The objective of this assessment is to assess your knowledge and performance in establishing program guidelines, support and monitoring progress when working with students who need support with their reading, writing and oral language skills. • Computer or other device with word processing software and internet access. • Writing materials, if required. What the Teacher/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Due date Time allowed Delivery location Refer to training plan 4 hours (indicative only) Assessment is to be completed out of class. Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus. Document title : CHCEDS036_AE_Pro2of3 Page 5 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Specific task instructions The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure you demonstrate the required knowledge and skills. Important Self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:  Aboriginal Student Support Services (Email - aboriginalstudentsupport@tafensw.edu.au)  Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student- services/disability-services)  Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career- development-services/personal-counselling-wellbeing)  International students (Long URL - https://www.tafensw.edu.au/counselling-career- development-services/personal-counselling-wellbeing)  Multicultural support (Long URL - https://www.tafensw.edu.au/student- services/multicultural-student-support) Document title : CHCEDS036_AE_Pro2of3 Page 6 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Part 1: Short answer questions Read each question carefully. Each response should be a minimum of 50 words but no longer than 100 words. 1. Describe in your own words the meaning of the term ‘literacy’. You may refer to the Australian Curriculum . (Long URL: https://www.australiancurriculum.edu.au/) . Literacy is the ability of student to read and write independently using correct grammar then use this to communicate effectively with others and express their feeling through written language. Read and write are basic skills for student to access information, express ideas, participating in education and social interactions. 2. How can you create a print rich learning environment in the classroom? Discuss 2 ideas. Explain why it is important to have a print rich environment.  Create reading corner. Comfortable reading corner with attractive book display and materials will promote or encourage students to come and sit down to spend their time reading books.  Posters and charts around the classroom. Hang up educational posters, charts and diagrams on various subjects that student could use for quick reference or as visual aids will be helps reinforce learning and language development. Why print rich environment is important?  Language development. Student spending their time more on reading help them build their vocabulary, language skills and improve communication abilities. This also building confidence to participate in classroom in group or express their idea individual.  Improve their literacy skills. The environment will support the development of reading, writing skills, including reading comprehension, fluency, decoding and spelling as so many resources available and expose around the classroom. 3. Discuss 3 ways in which you can promote literacy development by building on required skills in areas such as grammar, texts, vocabulary, and visual elements. Document title : CHCEDS036_AE_Pro2of3 Page 7 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

*Interactive reading and group discussion. Choose texts that are engaging and relevant to the students’ interest and age levels. After reading, facilitate discussion within the group to discuss about characters, language choices. We could also ask student to think about sentence structures include grammar, vocabulary that might be new for the student. The whole process will give them opportunity to encourage their critical thinking. * Using visual elements such as infographics from advertising or artworks into the classroom that will encourage them to explore the relation between text appear and picture which you could also ask them to interpreting using multimodal text, grammar also use new vocabulary that might came up from the visual. It also will improve their confidence to use new word on the sentence. * Vocabulary workshops. It will provide an opportunity for students to use these words in discussions, debates, writing. It also could be done in pair with their peer so both of them could share different thought of the new word that they found and make it more interactive yet fun too. 4. ‘English as an additional language or dialect (EAL/D) students’ refers to students whose first language or dialect is not English. They may require additional support to develop proficiency in English. List 5 strategies to support an EAL/D student to improve their oral language skills.  Connect with your student and understand their culture will help when teaching student for whom EAL/D.  Visual aids. Use visuals like pictures, diagrams, charts, and videos to support understanding.  Technology. Utilize language learning apps, digital resources, and interactive platforms that office language practice and engagement.  Speak slowly and enunciate words.  Introduce a new vocabulary before use in lesson. It will help student to understand the context. Reading resource PPT : EALD ppt from John page 5-8 5. The video titled “ Year 1 English – Creating Stories – Intellectual wordflow – EAL/D ” was produced by the Australian Curriculum Assessment and Reporting Authority Document title : CHCEDS036_AE_Pro2of3 Page 8 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

(ACARA). Review and summarise 5 key observations or strategies that you learnt from the video (e.g., the children use sentence starters, the teacher uses explicit teaching strategies etc.). Activity was telling story and re-write the story. *Teacher started to break down story into small structures and ask student to tell story using the structure. The structure was how the story begin, what had happening with the character, what is the problem, how to resolve the problem, and how the story end. *Teacher used explicit teaching and modelling language to support Tass who came from India and English not his first language. The strategies will make sure that he understands the task. *Teacher given the students choice of activities how they would like to do with the story. They could choose to draw the character on the paper that has hoops, they also could do to write a letter that they might found interested or if they would like to write the whole story the teacher also has lined paper for them to use. * Teacher aligning individual learning goal with age equivalent content to personalize learning using EAL/D annotated content descriptions. * Student learning about punctuation on writing with capital letter and full stop. Teacher uses the same hoops and telling students that each idea of story needs to be written with capital letter to start and end the idea with full stop. * Teacher encourages student to talk about their cultural story and discuss them in the group. Most of them about animals and how they called it in different language. Part 2: Research and short answer questions For each topic, you must refer to the resources provided and read each question carefully. You will need to ensure that you take note of the volume of response requirement where indicated. (Provide references where required, using APA reference style.) 1. MultiLit is a Literacy program used in many Australian schools. Research the MultiLit approach to teaching and supporting reading and explain why a school might choose to use this program (Long URL: https://multilit.com/). Your responses must be in your own words (200-250 words). MultiLit is a comprehensive literacy intervention program design to student that has difficulties and need support on their reading. The program is evidence-based program that has been developed since 1990 at Macquire University. The program also focuses on developing essential reading skill through a structured and systematic approach without Document title : CHCEDS036_AE_Pro2of3 Page 9 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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focusing on why or reason a child may failed to make a progress in reading. The school might choose MultiLit to support their student because of several reasons: 1. Structured and systematic approached by breaking down reading skills into smaller component which ensuring students receive an important instruction and practise in area that need it the most i.e phonics, phonemic awareness, fluency, vocabulary, and comprehension . 2. Evidence based approached that has been developed more than 30years resea rched. 3. The program offers differentiated instruction which important for diverse learning student and student with learning difficulties . 4. Intensive support also offer s for student that need more intensive intervention . 5. The program emphasis on phonic instruction which essential for building foundation of reading skill 6. They also offer progress monitoring. It helps teacher to track the effectiveness of the program and make adjustment if necessary. 7. Inclusive approach that makes MultiLit could be used to support wide range students including EAL/D. 8. Long term impact that given to student who joined the program also will be a reason for school to choose this program. Source : https://multilit.com/about/ Document title : CHCEDS036_AE_Pro2of3 Page 10 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

2. Research another reading program implemented in Australian schools (e.g., Reading Eggs, Decodable Readers, Sounds-Write). Describe why a school might choose to use the program in addition to teacher planned programs. You need to access a total of three resources for your research and include your references. Your responses must be in your own words (200-250 words). Reading eggs is a program that student could only access it online which designed to supporting young children for reading skills. The program best suit for children age 2-13 years old and guide student through a series of fun and interactive online activities that progress at their own pace. These activities develop phonemic awareness, build automaticity and fluency, expand vocabulary, and build comprehension, right from the very beginning. The school might choose Reading eggs to support their student because of several reasons:  The program uses engaging animations, interactive games and colourful visual so could attract attention from young children. It will motivate them as well.  The program has ability to assess individual skills and adjust the activities accordingly to reflect individual need it.  The program uses structural Phonics instruction which is the foundation to build reading skill.  ABC reading eggs provides a carefully learning pathway that gradually introduces new concept and skills. The progression will ensure that all students build their knowledge in a logical and effective manner.  ABC reading eggs has rewards system that encourage students to complete activities and achieve milestone. This positive reinforcement will build strong confidence for them to do it more often.  Easy access for students and parents. They could access this anywhere and everywhere using internet. The program also user friendly  The program also research-based approach. This important for school and parent as they normally would like to know what the benefits are by joining the program for them and their child. The program is not only match to Australia curriculum standard but also developed based on research since 2008 with aim to improve early childhood literacy. Resource https://www.abc.net.au/abckids/abc-reading-eggs/11529748 https://en.wikipedia.org/wiki/Reading_Eggs https://readingeggs.com.au/articles/2013-03-18-benefits-of-using-a-program-for- Document title : CHCEDS036_AE_Pro2of3 Page 11 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

reading/ https://www.structural-learning.com/post/reading-eggs-a-guide-for-teachers 3. Complete the following table, defining the terms in your own words and provide an example of how the term of the strategy may be used in the classroom with students. Table 2 Definition and examples Define the term in your own words. Provide an example of how the term or the strategy may be used in the classroom with students. Vocabulary The words bank that student understand and tend to use it on their language whenever they communicated with others.  Word of wall. It will encourage student to explore word and learn about new word. It will be good to encourage them to discuss in reading group session any new word. Explicit instruction Teaching approach where teacher directly and clearly explain concepts, skills or strategies to students. The goal is to ensure that students understand the concept by breaking down the instruction to small instruction or steps so easy for student to manage and understand it. Using visual aids such as diagram, charts and graphic for student to understand complex concepts. The learning will be more interesting for student with picture in front of them to explore. Document title : CHCEDS036_AE_Pro2of3 Page 12 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Comprehension Task It is an activity prepare to assess student with their understanding, interpretation, and analysis an information given. Engage students in group discussions where they need to analyse and interpret a text. They can ask open-ended questions, respond to any idea that came up from the discussion and explore different perspectives about the ideas. Decoding when reading The process to translate written word into spoken language. It involves recognizing and accurately pronouncing individual letters and letter combination so they could read them aloud. Decoding is essential skill for reader to convert symbols into meaningful language and Provide sights words for words that not easily decoded will be improve the student recognition to that word. Encourage repeated exposure and practise of these words during class activity also improve student to decode the word instantly when they read it. VCCV word Two syllable words with pattern Vowel-Consonant and Consonant-Vowel. The word normally a short vowel and follow by 2 consecutive consonant sounds then another vowel. i.e rab-bit Word building activities could help to teach students to identify VCCV word. Teacher could provide letter cards and have the students build the VCCV words by arranging them to correct order. Encourage students to read it aloud once finish. Recount It is a form of writing for event or experience happen in the past. It provides a chronological detail of the event. Recount focus on the sequence, description of Provide student with a set of pictures that representing different events. Ask the students to arrange the picture to the correct order to practise sequencing. Encourage them to Document title : CHCEDS036_AE_Pro2of3 Page 13 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

the place, people involve, action and emotion discuss the event using appropriate transition word such as “first”, “next” etc using the correct grammar too. Narrative It is a form of writing to tell story which involve the character, a setting, and a plot with events. Narrative can be fictional or based on true experience and the aim to engage readers could feel the journey of the events and emotion of the story Teacher could help building a good narrative by providing students with engaging story from teacher’s experience or a fiction one to create their imagination and help them begin their narrative. Sharing some ideas about characters, setting and plot structure in the group could help students create a good narrative. Document title : CHCEDS036_AE_Pro2of3 Page 14 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Part 3: Scenarios To complete this part of the assessment, you are required to read the scenarios and each question carefully. Once you have read them, complete your responses to the questions in the spaces provided. Your responses must be between 50-100 words. Table 3 Scenario 1 Scenario 1 Today is the first time that you have been asked to guide the Year 1 students in a small reading group. Mr Bridge has discussed your role, the structure of the activity and duration of the lesson. He has asked you to read with a group of five students, using books which are tailored to the students’ current reading levels. Students will take turns reading the book. Mr Bridge explains that you should introduce students to the book by discussing the author(s) and the book cover. After this, he suggests that you discuss the topic of the book to assess students’ prior knowledge. Mr Bridge suggests that this knowledge will support you to increase students’ engagement with the text when you begin to ask them questions and engage them in group discussion. 1. What is prior knowledge? Prior knowledge refers to student experience and understanding to the context or topic of the book before we asked them to read. 2. Describe 2 strategies that Mr Bridge asked you to use to assess students’ prior knowledge. 1. Discussing the author(s) and the book cover to introduce the book. This will help to understand how many students has read or seen the book previously. We could encourage student that already read the book to start reading first which improve their confidence. 2. Discuss the topic of the book. By telling the topic first hand to the students, they might already have knowledge about it. We could use the student who has this prior knowledge to take first turn answering questions on discussion session and encourage other to engage. Document title : CHCEDS036_AE_Pro2of3 Page 15 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Document title : CHCEDS036_AE_Pro2of3 Page 16 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

3. Describe 2 ways to increase students’ engagement during the reading group session.  Allow student to participate selecting the reading material. When they have a personal interest in the content, they more likely to engage and invest in the reading session  Small group discussion will make the interaction between each other more collaborative, the conversation will be deeper, they also could share the ideas more confidently within small group. Table 4 Scenario 2 Scenario 2 During a narrative writing lesson in the Year 5 classroom, Ruby raises her hand for assistance. Ms Sullivan is already working with a student. The students have completed a story map, and some brainstorming of vocabulary, and are using these as they write their first drafts. As you approach Ruby to assist her, you quickly think through some strategies you have observed in the classroom that you can use to encourage Ruby with her story writing. 1. Describe 3 ideas or approaches that you could use to provide support to Ruby’s story writing.  Read a variety of stories aloud to the class to expose different writing styles, genres, and narrative technique. Discuss what they enjoyed and what they could learn from the story  Encourage creativity with freewriting. Tell Ruby to write her story without worrying about grammar or structure and share the story with you once finish.  We could also provide some pictures, artworks as visual prompts to inspire them and encourage them to create stories based on what they see. Table 5 Scenario 3 Scenario 3 Mrs Kenny asked you to listen to Year 2 students reading their weekly spelling list and then support the students working on a spelling activity to learn the words. You have Document title : CHCEDS036_AE_Pro2of3 Page 17 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

noticed that Owen demonstrates behaviours which indicate that he does not enjoy the task. 1. Provide an example of an idea you could discuss with Mrs Kenny to involve Owen in the spelling tasks in a positive way. 2. How would you record Owen’s progress on his spelling tasks? 3. After recording Owen’s progress, you communicated information about his progress to Mrs Kenny. Why is it important to provide feedback to the class teacher? Table 6 Scenario 4 Scenario 4 Read the story below, written by Zara (8yrs), who recounted her weekend family outing. My Weekend at the beach. On Saturdy we went to caves beach for Lunch and to see caves. There were only two we could actualy go in. I was scared of one because it had seaweed and cobweb’s all threw it. Yuk! There was another one me and Jess could crawl threw. It was soooooo much fun. Document title : CHCEDS036_AE_Pro2of3 Page 18 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Then we went to go home but wait I’m not finished yet because we found a parth so we got out of the car and went down the parth it was like a bush walk. Next we saw something I had never seen befoure I saw a rabbit he was really big. Finaly I went home with my family. Respond to the questions below about the literacy skills demonstrated by Zara. Observe Zara’s use of sentence structure, punctuation, grammar, and spelling. 1. List the words Zara has misspelt.  Saturdy  Actualy  Sooooo  Parth  befoure  Finaly  threw 2. Provide one observation that you have made about Zara’s punctuation. Zara missed to use Comma to set off introductory phrases. i.e : Finally (comma), I went home with my family. 3. Provide one observation that you have made about Zara’s spelling. Most of her missed spelled due to missed a word that may have different meaning such as “threw” supposed to be “through” or use too many repetitive words such as in “soooo” which supposed to be only “so.” It may be due to she was replicating her writing to match her talking. 4. Provide one example of a sentence that is not structured correctly in Zara’s writing. Suggest a strategy you could use to help her understand how to write it correctly. Example: Then we went to go home but wait I’m not finished yet because we found a Document title : CHCEDS036_AE_Pro2of3 Page 19 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

parth so we got out of the car and went down the parth it was like a bush walk Using explicit approach where provide clear explanation the component of paragraph should compose topic sentence, supporting details, and concluding sentence which not appears on the example above We could encourage Zara to re-write the paragraph. Table 7 Scenario 5 Scenario 5 You are supporting a Year 4 class and they are working on a writing task. Mr. Dare has asked the students to edit their own work before bringing their writing to the marking table. Students should check their spelling and punctuation and the order of their ideas. If they are unsure if they have spelled some words correctly, or if they would like help, they can underline that part of their work. 1. As you assist the students, suggest three open-ended questions that you might ask the students to assist them in the writing and editing process. Table 8 Scenario 6 Scenario 6 On Monday and Wednesday, you will be working with a casual teacher, as the regular Year 2 teacher, Mrs. Kenny, is on leave. There are two parent helpers ready to assist with reading groups on both days. The casual teacher has asked you to outline the usual progression and approach for reading groups and provide some instructions on what they will be doing. Table 9 Approach for reading groups Time Monday Tuesday Wednesday Document title : CHCEDS036_AE_Pro2of3 Page 20 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

Group 1 – Levelled readers [Mrs Kenny] Group 3 – Levelled readers [Mrs Kenny] 9:30am Group 2 – Word Sort activity [Parent helper 1] Group 4 – Word Sort activity [Parent helper 1] Group 3 – New vocabulary task [SLSO] Group 1 – New vocabulary task [SLSO] Group 4 – Reading Eggs or Independent reading [Parent helper 2] Group 2 – Reading Eggs or Independent reading [Parent helper 2] Group 4 – Levelled readers [Mr Bridge] Group 2 – Levelled readers [Mr Bridge] Group 1 – Word Sort activity [Parent helper 1] Group 3 – Word Sort activity [Parent helper 1] 9:50am Group 2 – New vocabulary task [SLSO] Group 4 – New vocabulary task [SLSO] Group 3 – Reading Eggs or Independent reading [Parent helper 2] Group 1 – Reading Eggs or Independent reading [Parent helper 2] 10:10am Crunch’n’Sip 1. What would you say to Parent Helper 2 to help her understand what she is doing at 9:50am on Wednesdays?? Document title : CHCEDS036_AE_Pro2of3 Page 21 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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2. What would you say to Parent Helper 1 to help her understand what she is doing at 9:30am on Mondays? 3. What will you say to the casual teacher so that she understands what she is doing during Reading groups? 4. What task is the SLSO doing during Reading groups? What instructions will you give your group to tell them you will be working in the library corner and that they need their Literacy book and a pencil. Document title : CHCEDS036_AE_Pro2of3 Page 22 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Assessment checklist The assessment checklist will be used by the TAFE assessor/teacher to capture evidence of your performance in this project task. This checklist outlines all the required criteria you will be marked on. All criteria described in the assessment checklist must be met. Table 10 Assessment Checklist Task/Part # Instructions - The student: S U/S Assessor comments Part 1: Short answer questions 1.1 Described in your own words the meaning of the term ‘literacy’. ☐ ☐ 1.2 Discussed 2 ideas on how you can create a print rich learning environment in the classroom. Explained why it was important to do so. ☐ ☐ 1.3 Discussed 3 ways in which you can promote literacy development by building on required skills in different areas such as grammar, texts, vocabulary and visual elements. ☐ ☐ 1.4 Listed 5 strategies to support an EAL/D student to improve their oral language skills. ☐ ☐ 1.5 Summarised 5 key observations or strategies that you have learnt from the video about teaching EALD students to write. ☐ ☐ Part 2 Research and short answer questions 2.1 Researched why schools might choose to use the MultiLit approach to literacy and explained why a school might choose ☐ ☐ Document title : CHCEDS036_AE_Pro2of3 Page 23 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Task/Part # Instructions - The student: S U/S Assessor comments to use this program. Wrote their response in their own words. Used 200-250 words. 2.2 Researched a reading program used in your school or other Australian schools. Described why schools might choose to use the program. Wrote your response in your own words. Used 200-250 words. ☐ ☐ 2.3 Completed the table and provided definitions (in your own words) and examples of how you might use the following terms or strategies in the classroom with students: Vocabulary Explicit instruction Comprehension Task Decoding when reading VCCV word Recount Narrative ☐ ☐ Part 3 Scenarios Scenario 1 1 Described what prior knowledge is. ☐ ☐ Document title : CHCEDS036_AE_Pro2of3 Page 24 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Task/Part # Instructions - The student: S U/S Assessor comments 2 Described two strategies that Mr Bridge asked you to use to assess students’ prior knowledge. ☐ ☐ 3 Described two additional ways to increase students’ engagement during the reading group session. ☐ ☐ Scenario 2 1 Described three ideas or approaches you might use to support Ruby in her story writing. ☐ ☐ Scenario 3 1 Provided an example of an idea you could discuss with Mrs Kenny to involve Owen in the spelling tasks in a positive way. ☐ ☐ 2 Identified how you would record Owen’s progress on the spelling tasks. ☐ ☐ 3 Described the importance of providing feedback to the class teacher. ☐ ☐ Scenario 4 1 Listed the words Zara misspelt. ☐ ☐ 2 Provided one observation that you have made about Zara’s punctuation. ☐ ☐ Document title : CHCEDS036_AE_Pro2of3 Page 25 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Task/Part # Instructions - The student: S U/S Assessor comments 3 Provided one observation that you have made about Zara’s spelling. ☐ ☐ 4 Provided one example of a sentence that was poorly structured and a strategy that could be used to assist Zara to write it correctly. ☐ ☐ Scenario 5 1 Suggested three open-ended questions that you might ask the students to assist them in the writing and editing process. ☐ ☐ Scenario 6 1 Described the instructions you would give Parent Helper 2 to help her understand what she is doing in both sessions on Wednesday. ☐ ☐ 2 Described the instructions you would give Parent Helper 1 to help her understand what she is doing in both sessions on Monday. ☐ ☐ 3 Described the instructions you would give the casual teacher to explain what she is doing during Reading groups. ☐ ☐ 4 Identified what the SLSO is doing during Reading groups and provided the instructions they would give their reading groups. ☐ ☐ Document title : CHCEDS036_AE_Pro2of3 Page 26 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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Assessment feedback NOTE: This section must have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform. Assessment outcome ☐ Satisfactory ☐ Unsatisfactory Assessor feedback ☐ Has the assessment declaration for this assessment event been signed and dated by the student? ☐ Are you assured that the evidence presented for assessment is the student’s own work? ☐ Was reasonable adjustment in place for this assessment event? If yes, ensure it is detailed on the assessment document. Comments : Assessor name, signature and date Student acknowledgement of assessment outcome Would you like to make any comments about this assessment? Student name, signature and date Document title : CHCEDS036_AE_Pro2of3 Page 27 of 27 Resource ID: A PT_21_003_ CHCEDS036 _AE_Pro2of3

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CHCEDS036_AE_Pro2of3 - final

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