3421EDN Teaching Reading To Students With English
Task:
Assignment 2
Title: Analytical report
Type: Assignment – Written Assignment
Due Date: 7 May 2021
Weight: 60%
Marked out of: 60
Task Description:
This analytical report positions students to be self-reflexive practitioners who can create, reflect on and refine learning experiences for EAL/D students. The report will connect with the learner profile presented in the first assessment task. It will be theoretically informed by lectures, tutorials, online tasks and scholarly reading on approaches to support English language learners especially in terms of their reading development. Students will analyse, critically reflect on and adapt a unit of work that will be taught to a class of students, of which the EAL/D learner is a member. The report will include:
• an introduction presenting an overview of the EAL/D learner's background with a focus on the child's strengths and needs, and identification of the selected unit of work's intended learning outcomes,
• a rationale that establishes principles of inclusivity and English language development that are embedded within the selected unit of work (links to relevant curriculum documents and scholarly literature are required),
• a rationale for differentiation strategies that will scaffold the AEL/D learner's participation linguistically and culturally, as the selected unit is implemented,
• a critical reflection on your learning as a future teacher of EAL/D learners and as an advocate for an equitable strengths-based approach when supporting this cohort of learners.
Criteria & Marking:
1. Critical reflection and application of course concepts and theoretical perspectives on learner diversity, especially in relation to reading development
2. Application of theoretical frameworks and connections to relevant curriculum documents
3. Quality and depth of research
4. Clarity of ideas and quality of communication
5. Personal literacies (self-reflexive) and academic literacy including quality and accuracy of referencing.
Steps in the process
Step 1: Drawing on your first assignment, provide a profile of the case-study child. [approx. 100 words]
Step 2: Having selected the unit of work you will implement, e.g. If your EAL/D learning is entering Year 4, you will select the English for the Australian Curriculum unit titled: 1788 – Was life the same for everyone? (F-6 units of work may be accessed at: e4ac.edu.au), identify the unit’s proposed learning outcomes. [approx. 100 words]
Step 3: Review the sequence of learning activities within the unit. As you do this, draw on your understanding of principles of inclusivity and language development for EAL/D learners to identify existing supports embedded within the unit of work. Address all language modes, but make sure you include a focus on reading development. Any claims you make need to be supported by curriculum documents and/or scholarly literature. When reviewing the unit, also consider assessment strategies embedded within the unit. [approx. 700 words]
Step 4: Now consider how the unit of work might be differentiated to specifically scaffold your EAL/D learner’s strengths and needs. In doing this, consider the student’s bandscale levels as these identify SAE language proficiency and identify developing language needs. Consider these in terms of the language demands of the selected unit of work. You are encouraged to draw on a framework such as the ‘Break it down, Build it up’ framework when analysing the selected unit of work. Again, consider assessment and whether this needs to be modified [ approx. 700 words]
Step 5: In this final step, reflect on your learning as you have progressed through the course. Do you feel better equipped to work in culturally and linguistically diverse classrooms? What have you learnt? What further learning is required? [Reference to the EAL/D Elaborations of the Australian Professional Standards for Teachers may be useful.] [approx. 500 words]
The word count does not include the reference list or any appendixed item.
