unit assessment guide · a) what are phonics and why are they taught? b) what are phonemes and why...

CHCEDS005 UAG Created: 09/07/2019 [ 1 of 1 5 ]

Unit details

Unit code: CHCEDS005

Unit name: Support the development of literacy and oral language skills

Unit purpose: This unit describes the skills and knowledge required in providing assistance to students who need additional support with their reading, writing and oral language skills.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

For further information about this unit go to: http://training.gov.au

Unit outcome: This unit is not graded. Your result will be recorded as:

achieved competence (AC) or not competent (NC)

For more information on assessment see your Course Assessment Overview.

Assessment plan To demonstrate competence in this unit, you must successfully complete each of the following assessments:

Assessment 1 Written Task

Assessment 2 Workplace Literacy Support

Assessment conditions

Item Conditions

Student is required to provide materials and equipment Student will require access to a computer, internet and printer.

Teacher is required to provide material and equipment All learning materials both online and in class.

All assessment documents online including assessment answer sheets.

Additional resources Workplace

Submission instructions

Upload your off the job assessment event files and any other additional attachments to Moodle by the due date.

http://training.gov.au/


Item Conditions

Location On and Off the job


Assessment Instructions

Assessment Event 1 of 2: Written Task

Purpose: To demonstrate an understanding of how to provide assistance to students who need additional support

with their reading, writing and/or oral language skills.

Part A – Oral language and literacy

1. Describe three (3) skills required to be successful at conveying a message through verbal/oral

communication.

2. a) How do pitch and tone change the meaning of something that is said?

b) Describe how you would communicate that to students you are working with.

3. a) What are barrier games?

b) How can they be used to support oral language learning?

Part B - Reading and literacy

4. Phonics and phonemes are a recognised component of many early literacy programs.

a) What are phonics and why are they taught?

b) What are phonemes and why is phonemic awareness taught?

5. You are working with an individual student. When reading to you, they come across a word that they do not

know. Identify and describe two (2) strategies you would use to support the student.

6. List and describe three (3) strategies for supporting students to improve their reading. Describe how you will

scaffold their learning in each strategy.

7. A teacher asks you to select a suitable text and activities to improve a student’s reading fluency (not word fluency). a) Describe two (2) ways you will select an appropriate book / text b) Describe at least two (2) activities that you will have the students undertake with that text to improve

their reading fluency.

8. Supporting students when reading is a key role for a School Learning and Support Officer / Teacher Assistant.

A key outcome for students is using a range of strategies to read, view and comprehend a range of texts.

a) Choose one of the following Stages for NSW or Year levels for Qld (just so you know the comprehension

focus at that stage).

b) Select an appropriate short text for that stage. There are some links provided at the end of this task to

help you with text selection (short text = 1-2 pages but you can provide more if the text does not have

much print)


c) Describe how you would support a student to identify the key message in that text. Modify the text or

describe a text modification and then describe the use of a particular reading strategy or strategies.

Stage NSW

Early Stage 1

NSW

Foundation/Prep

Qld

ENe-4A demonstrates developing skills and strategies to read, view and comprehend short,

predictable texts on familiar topics in different media and technologies

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-

10/english-k-10/content/859

Stage 1 NSW

Year 1 or Year 2

Qld

EN1-4A - draws on an increasing range of skills and strategies to fluently read, view and

comprehend a range of texts on less familiar topics in different media and technologies



Stage 2 NSW

Year 3 or Year 4

Qld

EN2-4A - uses an increasing range of skills, strategies and knowledge to fluently read, view

and comprehend a range of texts on increasingly challenging topics in different media and

technologies



Stage 3 NSW

Year 5 or Year 6

Qld

EN3-4A - uses an integrated range of skills, strategies and knowledge to read, view and

comprehend a wide range of texts in different media and technologies



Stage 4 NSW

Year 7 or Year 8

Qld

EN4-42A - effectively uses a widening range of processes, skills, strategies and knowledge for

responding to and composing texts in different media and technologies



Links that you might use to assist you to select an appropriate text:

https://readingaustralia.com.au/level/primary/

https://readingaustralia.com.au/level/secondary/?post_type=book

https://syllabus.nesa.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content/859










https://readingaustralia.com.au/level/primary/

https://readingaustralia.com.au/level/secondary/?post_type=book

https://syllabus.nesa.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf


Stage selected:

Insert image/s of text selected here:

Provide a description of the modification or strategies you will use. You may add more images if you need:

Part C - Writing and literacy

9. Select one of the following writing scenarios and then answer all questions:

Students are going to write a recipe for a healthy snack to share with their buddy class

OR

Students are writing sets of instructions on how to build different types of bird feeders; they will sell

the instructions at the school fair.

a) Identify at least four (4) different types of resources you could collect prior to the lesson to support the

students in the writing task

b) How will you use the resources to scaffold the students’ preparation for writing?

c) How will you use the resources and scaffold their work as they undertake and complete the writing task?

d) How will you scaffold their learning as they complete their first draft of the task and move into the editing

stage?

e) Identify two (2) strategies you would get the student to use to check that their grammar and punctuation are

correct.

10. Supporting students with spelling will be a common task in the school setting. Identify and describe two (2)

strategies you could use within a spelling program to assist the student to learn words they have difficulty

with.

11. Identify and describe two (2) strategies you could use to assist a student with their spelling whilst they are

doing a writing task.


Part D - Literacy

12. Texts are created and read for a variety of purposes. Name five (5) text types and their purposes.

Include at least one (1) text type for each of oral language, reading and writing.

Text type Specify whether used for oral language and/or reading/writing or

all

What is the purpose of this text type? Why do people create them and why do others read

them?

1.

2.

3.

4.

5.

13. Text types have particular features. Each of these text types (genres) could be used in reading, writing or oral

language. List at least four (4) features for each of the text types below.

Text type/ Genre Language features and text structures – list at least four (4) for each

Procedure

Recount

Narrative


Persuasive text

14. Go to the NSW curriculum document for English on

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

OR

The Australian Curriculum for English on https://www.australiancurriculum.edu.au/f-10-curriculum/english/

View it and use it online or, or for NSW only, download the curriculum as either a pdf or a word document. If using it online, select one Year level or Stage for English. If using the document go to Page 14 and select a Stage. Describe in your own words what literacy skills are being developed at that stage (what should students be able to do in each of the following areas):

Stage selected:

Speaking and listening (communicating)

Reading and viewing

Writing and representing

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

https://www.australiancurriculum.edu.au/f-10-curriculum/english/


Grammar, punctuation and vocabulary

Spelling

15. Oral language, reading and writing are closely linked. What are the likely impacts on a student’s

development of reading and writing skills if they begin school with poor oral language skills? Comment on

the impact of poor oral language skills on:

a) student use and understanding of vocabulary and ideas when reading (decoding and

comprehension) or when being read to

b) student use and knowledge of vocabulary and grammar when writing (both their knowledge of the

words they might use and their understanding of the ideas associated with them e.g. knowing the

word ‘beach’ and understanding what a beach is; knowing how to correctly construct sentences)

c) Their capacity to hear and pronounce the sounds in words when writing, spelling and reading

d) Their capacity to use speech to communicate effectively with others


Marking criteria - Assessment event 1 of 2:

Marking criteria

Part A - Oral language and literacy

Describes three (3) skills required for verbal/oral communication

Describes how pitch and tone contribute to oral / verbal communication.

Defines barrier games and describes their purpose in supporting oral communication

Part B - Reading and literacy

Defines phonics and phonemes and describes why they are both taught

Identifies and describes two (2) strategies to assist students to understand unknown words when reading

Identifies and describes three (3) strategies to support students’ reading skills and describes how to scaffold the student’s learning

Identifies two (2) criteria for selecting books and two (2) activities you might do to improve a student’s fluency in reading

Selects and provides a copy of an appropriate short text for a selected Stage/Year of the English curriculum

Describes how they will modify the text or use specific reading strategies to assist a student to identify the key message/s of that text

Part C - Writing and literacy

Identifies at least four (4) resources to support students learning

Identifies how they will use the resources and strategies to scaffold the students:

in preparation for the writing task when undertaking the writing task as they complete the task and begin editing it

Describes two (2) strategies to use to assist students to check their grammar and punctuation

Identifies and describes three (3) strategies for improving students’ spelling as part of the classroom spelling program

Describes at least two (2) strategies for supporting students’ spelling during writing tasks

Part D - Literacy

Describes the purpose of five (5) text types (genres) and whether they are used in oral language or reading/writing

Describes four (4) features for four (4) different text types (genres)

Demonstrates an understanding of how to use the English curriculum / Literacy Continuum to identify learning expectations

Demonstrates an understanding of how reading, writing and oral language are connected


Assessment Event 2 of 2: Workplace Literacy Support

Purpose: To demonstrate your knowledge in the supporting student’s literacy and oral language skills

This task will be completed in the workplace.

PART A

a) In consultation with the workplace supervisor / classroom teacher, select two (2) students who have

individual literacy support needs.

b) Discuss the individual student’s literacy needs with the workplace supervisor / classroom teacher

c) Support your selected students during reading, writing and/or oral language tasks over a sequence of

three (3) tasks per student using the school agreed recording system to document their progress. Once

you have done this, complete PART B of the assessment task on one of the students.

PART B

Complete Template 1, addressing the following for one (1) of the students.

a) Identification of the school’s current literacy program (include a copy of it or link to it)

b) Identify the correct procedure for storage and retrieval of confidential student literacy records in the

classroom.

c) In consultation with the classroom teacher, describe the individual student’s literacy needs.

d) Describe a sequence of three (3) literacy tasks the teacher has instructed you to implement with the

student. Identify – the tasks, the goal to be achieved, the outcome of the goal

e) For one of the literacy tasks, identify the strategies you used with the individual student to support

them with reading, writing and/or oral language

f) For the literacy task identified in (e), list the resources you used. Explain how/why the resource was

selected and provide examples of any modifications you needed to make whilst implementing the task.

g) Explain how you encouraged and supported the student to become an independent learner. Give

examples of feedback you gave each individual student.

h) Describe the information you would provide to the teacher on the strategies used, the student’s

progress and literacy outcomes. How would you provide this information to the classroom teacher?

i) Reflect on your work with the individual student. Comment on;

how well you think you understood the directions of the teacher to support the student

how well you managed the time allocated to you and

any changes you would make in supporting the student

j) You will need the classroom teacher to verify that you have

Implemented reading, writing and oral language support strategies for at least 2 students under

teacher direction

Provided feedback on students’ progress to the teacher


Please note: When identifying students with additional needs we are acknowledging they require assistance to

meet their learning goals. Knowledge about the student will be gained in consultation with the classroom

teacher within the educational environment. The teacher will determine what level of information they

disclose to you and if parent consent is to be requested.

All Information is highly confidential and fictitious details are to be used in the presentation of this assessment.


CHCEDS005 Template 1

a) Identify the school’s current literacy program

(include a copy of it or link to it)

b) Identify the correct procedure for storage and

retrieval of confidential student literacy records in

the classroom.

Student 1

c) In consultation with the classroom teacher, describe

the student’s literacy needs.

d) Describe a sequence of three (3) literacy tasks the

teacher has instructed you to implement with the

student.

Identify the task

Identify the goal of the task

Identify the outcome of each task

Literacy Task 1:

Goal:

Outcome:

Literacy Task 2:

Goal:

Outcome:


Literacy Task 3:

Goal:

Outcome:

e) For one of the literacy tasks above, identify the

strategies you used with the student to support

them with reading, writing and/or oral language

Literacy Task Strategies:

f) For the literacy task identified in e above, list the

resources you used. Explain how/why the resource

was selected and provide examples of any

modifications you needed to make whilst

implementing the task.

Literacy Task Resources: (Explain how/why the resource was selected and provide examples of any modifications you needed to make whilst implementing the task)

g) Explain how you encouraged and supported the

student to become an independent learner. Give

examples of feedback you gave the student.


h) Describe the information you would provide to the

teacher on the strategies used, student’s progress

and literacy outcomes. How would you provide this

information?

i) Reflect on your work with the student. Comment

on;

how well you think you understood the

directions of the teacher to support the

student

how well you managed the time allocated

to you and

any changes you would make in supporting

the student

Workplace Supervisor / Classroom Teacher Verification

The TAFE student has

Implemented reading, writing and oral language support strategies for at least two (2) students under teacher direction


Teacher Name: Teacher Signature: Date:


Marking Criteria - Assessment event 2 of 2

Marking criteria

Identifies current literacy programs/curriculum

Identifies the correct storage and retrieval of confidential records in your workplace

Demonstrates an understanding of the purpose of confidentiality in relation to students

Use agreed recording systems for student’s skills in literacy as directed by the teacher

Worked within the structure and guidelines of a literacy program as directed by the teacher

Describes the students literacy needs

Describes a sequence of three (3) literacy tasks the teacher instructed to implement with the student, identifying goals and outcomes

Identifies the strategies used to support the student in one of the literacy tasks

Identifies the resources used and justification provided on how/why the resource was selected and any modifications implemented with examples provided for the literacy task

Demonstrated an understanding of how to encourage and support students to become independent learners

Describes the method and information to provide the teacher addressing strategies, student’s progress and literacy outcomes

Appropriate reflection addressing

understanding of teacher directions time management any changes you would make in supporting the student

Verification from workplace supervisor / classroom teacher that the student has

Implemented reading, writing and oral language support strategies for at least two (2) students under teacher direction


unit assessment guide · a) what are phonics and why are they taught? b) what are phonemes and why...

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