write a case study narrative, based on your interactions and subsequent assessment of this emergent reader.

This assignment requires you to collect and analyse data, and write a case study narrative, based on your interactions and subsequent assessment of one Stage 1 (Year 1) or very early Year 2 student. You will be interviewing, observing, discussing and assessing one student’s reading and designing an appropriate next steps activity.

 

Length: 1500 words minimum 2000 words maximum.

In order to complete this assignment you need to undertake individual research with a student who is an emergent reader; reading at Stage 1 (Year 1) or very early Year 2 level. You will be required to write a case study narrative, based on your interactions and subsequent assessment of this emergent reader. You will be observing, interviewing, discussing and assessing your learner’s reading.

Additionally this 101579 PRIMARY ENGLI SH & LITERACY 1 1H 2018 assignment requires you to do detailed analytical research about concepts introduced in lectures and tutorials. This involves not only reading the set of weekly readings as outlined in the Unit Calendar within this Learning Guide, but to also independently conduct more in depth research to indicate a profound and comprehensive understanding of the concepts offered and their implications for teaching and learning.

 It is mandatory to make insightful reference(s) to the textbook, the English K-6 Syllabus Outcome EN1-4A and at least 2 other references to justify and/or qualify your own detailed comments.

You will be expected to engage deeply with the concepts through reference to these readings to indicate a really profound understanding as opposed to a cursory or superficial one.

Textbook; Winch, G., Johnston, R. R., March, P., Ljungdahl, L. D., & Holliday, M. (2014). Literacy: Reading, writing and children’s literature (5th ed.). Melbourne, Australia: Oxford University Press.

Please read page numbers 4-64 , 109-128 and 206-229 of the text book Winch,G , et,al., for intext citation

English K-6 Syllabus; NSW Board of Studies. (2012). NSW Syllabus for the Australian Curriculum: English K-10 syllabus. Sydney, Australia: NSW Board of Studies. (hard copy) NSW Education Standards Authority. (n.d.). NSW Syllabus for the Australian Curriculum: English K-10 syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/.

You might, though not mandatory, refer to the following to talk about what you discover about you your student’s e-literacies during the reading and e-literacies attitude interview;

Bundy (2004) Australia & New Zealand Information Literacy Framework, AND/OR Burke & Roswell (2007) (Vws: Assessment folder) AND/OR English K-6 Syllabus Outcome EN1-8B and related content

  1. Selecting a student Select a student who is reading at a Stage 1; Year 1 or very early Year 2 only. Students achieving at late Stage 2 and Stage 3 level are most often independent readers and therefore running records are generally no longer necessary. For the purposes of this assignment please ensure that the learner does not have a major learning difficulty. Whilst of course you will have these learners in a class, we want you to choose a learner without these added needs as you are just beginning to analyse the reading process. The student may also be an English as an Additional Language/Dialect (EALD) learner, you will also have such students in your class, but as this is your first time just make sure that the child is not beginning their English language learning. We do not want to complicate the situation for you. It may be premature for you to use a Kindergarten (Early Stage 1) student as they, at this Stage, may be in the very early Stages of reading. The student may be a child of a friend, from a local school, after school centre and so forth. PLEASE DO NOT COMPLETE THE ASSESSMENT ON YOUR OWN CHILD.

4c. Recording and scoring student responses via a Running Record (RR) Create a RR of the texts you envisage using. You will learn how to conduct a reading assessment using a RR in tutorials and will practice this in the Week 2/3 Tutorial.

. 5. QUALITATIVE ANALYSIS The qualitative analysis is based on the data you have gathered. 1. After the student reads the INSTRUCTIONAL LEVEL book you need to analyse and annotate a copy of the Running Record data. Llink your observations of the student’s reading behaviour to content descriptors from English K-6 Syllabus and in particular Reading and Viewing 1 outcome EN1-4A (MSV will be discussed in lectures and tutorials). Observing how the student uses the cueing systems (meaning (M), structural (S) and visual /graphophonic (V)), identify one strength and one area of need for this student . Link their identified strength and need to one or more content descriptors from Reading and Viewing 1 outcome EN1-4A. 2. Analyse and annotate the story retell and comprehension questions . Identify the 3 levels of questions and detail the student’s responses to each question. Link the student’s answers to one or more content descriptors from the English K-6 Syllabus and in particular Reading and Viewing 1 outcome EN1-4A. From this information identify at least one strength and you can include one need identified in the comprehension task but this is not mandatory. NB: Models for annotation of Running Record Data and Comprehension Data are on vUWS

6. CASE STUDY NARRATIVE This narrative is a summary of your student’s literacy development based on the data you collected. Reference your data information in your discussion and what you know about reading theory and the practices and processes of learning to read. Reflect on the concepts and processes offered at lectures and tutorials, along with information gathered from weekly readings and any additional reading you have completed as you report on the data collected. As part of the Case Study Narrative you are required to identify one short, relevant and explicit next steps activity. Detail one activity/pedagogical strategy or lesson idea that you, as the student’s teacher, would implement in your classroom to address the need identified in your Running Record data. The Case Study Narrative is to be written in Times New Roman, 12 point, double-spaced. It is to be a MINIMUM 1500 words and MAXIMUM of 2000 words (references and Case Study Appendix are not included in word count.) Remember it is mandatory to make insightful reference(s) to the textbook, the English K-6 Syllabus Outcome EN1-4A and at least 2 other references to justify and/or qualify your own detailed comments.