Due Wednesday 15th May 2024 at 23:59 WST

Exercise 60%

Due Wednesday 15th May 2024 at 23:59 WST

Word Limit: 3500 words plus or minus 10%. This includes headings, in-text citations, captions, and direct quotes. It excludes the Reference List. FONT: 11pt Arial or Times New Roman, LINE SPACING: 1.5 FORMAT: PDF OR WORD. APA 7th edition format for both in-text and end text referencing.

3500 words in total for both part 1 and part 2.

Part 1 Discuss and evaluate theories of reading and identify how they inform practice. Discuss how a teacher might cater for diversity in their classroom (this includes differentiation and EALD). Discuss how a teacher will support reading for pleasure.

Part 2 Plan two lessons for the year one class in the data set and explain and justify your choices.

You will use your own developing knowledge and skills about teaching children to read to design two lessons to enhance both the cognitive and social processes of reading for the children in the data set.

The data set includes EAL/D and Aboriginal and Torres Strait Islander students and children from diverse linguistic, cultural, religious, and socioeconomic backgrounds.

At the end of each lesson, you will explain and justify your choices based on your understanding of theory: How did this lesson relate to constructivism/ whole language or other aspect of theory? And how did I cater for diversity and differentiation?

These are the unit outcomes: See the rubric for how they are assessed.

Criteria 1: Appraise theories of the teaching of reading and how they inform practice.

Criteria 2: Create systematic, explicit teaching, learning and assessment to develop the reading knowledge and skills of all learners, including EALD and Aboriginal and Torres Strait Islander students.

EDUC5031 EDUC5032 MTC510 Introduction to English: Reading | Assessment 2 / Exercise |Total marks: 60

HD Exemplary above 48 D Excellent above 42 CR Proficient above 36 P Sound above 30 F Unresolved Below 30

Part 1 20 marks

Discuss and evaluate how the theories of teaching reading, and the unit content will inform your teaching.

Also consider how you will cater for diversity which involves being responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Demonstrates a thoughtful, sophisticated, and critical understanding of theories of reading, unit content and how they inform teaching.

A very high level of understanding shown for how a teacher would be responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

16-20 marks Demonstrates a high level of critical understanding of theories of reading, unit content and how they inform teaching.

A high level of understanding shown for how a teacher would be responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

14-15.5 marks Demonstrates clear understanding of theories of reading and unit content.

A clear level of understanding shown for how a teacher would be responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

10.5 12 marks Demonstrates an adequate but partial understanding of understanding of theories of reading and unit content. Some ideas may be general and not well developed.

An adequate but partial understanding shown for how a teacher would be responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

10 10.5 marks Limited, inaccurate, or very superficial understanding of the theories of reading and unit content. There is frequent incorrect, imprecise, incoherent, general and/or vague descriptions and explanations.

Limited, inaccurate or very superficial understanding shown for how a teacher would be responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

0- 9.5marks

Part 2 20 marks

Plan 2 lessons which demonstrate effective teaching, learning and assessment, based on the data set.Ensure that you set challenging, achievable learning goals.

Also demonstrate your application of theory knowledge and your understanding of effective teaching and learning. Your plan for teaching, learning and assessment is outstanding in its design, sequence of effective teaching, learning and assessment. It is comprehensive in teaching reading very well and is highly relevant to the data set.

Your plan of learning is an exemplar and caters well for student diversity.

You have designed an excellent plan which demonstrates your application of theory knowledge and your understanding of effective teaching and learning.

16-20 marks Your plan for teaching, learning and assessment is very well designed in its sequence of effective teaching, learning and assessment. There is a high level of relevance to the children in the data set.

Your plan caters well for student diversity.

You have designed a very good plan which demonstrates your application of theory knowledge and your understanding of effective teaching and learning.

14 -15.5 marks Your plan for teaching, learning and assessment highly satisfactory. There is appropriate relevance to the children in the data set.

Your plan shows elements of catering for diversity.

You have designed a good plan which demonstrates your application of theory knowledge and your understanding of effective teaching and learning.

10.5 - 12 marks Your plan for teaching, learning and assessment is satisfactory it may not clearly be related to the children in the data set.

Your plan may not have catered well for student diversity.

You have designed a plan which demonstrates some application of theory knowledge and your understanding of effective teaching and learning.

10 10.5 marks Your plan for teaching, learning and assessment is underdeveloped and may not adequately be related to the data set.

Under-developed learning and teaching plan to cater for teaching reading.

Plan may have little evidence of creating an effective teaching and learning plan and needed to address some of the elements for effective teaching and catering for student diversity.

0-9.5 marks

Part 215 marks

Explain and justify each lesson how you applied the theories to your practice to enhance childrens reading.

Accurate, thoughtful, and nuanced explanation to justify planning choices which enhance childrens reading.

12-15 marks Accurate, thoughtful, and appropriate explanation to justify planning choices which enhance childrens reading.

10.5 -11.5 marks Mostly accurate and appropriate explanation to justify planning choices which enhance childrens reading.

9 -10 marks While an attempt is made to engage with concepts and ideas drawn from the unit and readings, there is vagueness, generalisation, inaccuracy and lack of clarity and coherence to identify practices to enhance childrens reading.

7.5 8.5 marks Demonstrates inaccurate and very limited engagement with and understanding of concepts and ideas of the unit and readings to identify practices to support the childrens reading.

0- 7 marks

5 marks

Transcriptional elements of writing Essentially free from spelling, grammar, and punctuation errors. Fluent sentence and paragraph construction.

5 marks Generally free from spelling, grammar, and punctuation, errors. Sentences and paragraphs are well-formed.

4 marks Occasional minor spelling, grammar, and punctuation errors. Sentences and paragraphs are generally coherent.

3 marks Frequent minor spelling, grammar, and punctuation errors. Some awkward construction of sentences and paragraphs.

2 -2.5 marks Frequent and serious spelling, grammar, and punctuation errors. Awkward or poor sentence and paragraph construction.

0-2 marks