Case Study Child: Alice – Week 1 to 5 Readings
Task 1.
Create a table to represent the data (table not included in the essay word count) about Case Study Child: Alice. Identify the age-appropriate strengths and learning opportunities for Alice’s future reading development. Do not use the Australian or state-based curriculum to do this. (Use the learning progressions and Letters and Sounds. Letters and Sounds. Principles and Practice of High-Quality Phonics (Available here: https://www.gov.uk/government/publications/letters-and-sounds-principles-and-practice-of-high-quality-phonics-phase-one-teaching-programme ) and the National Literacy Learning Progressions for speaking, listening and reading. (Available here: https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/ )
These two examples in this word document are for a different assessment and do not show evidence of using Letters and Sounds. You need to view these two tables for style rather than content.
(uploaded as a pdf) Examples of tables for a different child.docx
Task 2.
Analyze the unit content, including readings and research, for topics 1-5 to explain learning to read in relation to Alice.
Use my log in details to see readings for topics 1-5 (week 1-5). These readings are to be used for the research for the assessment. (no outsources only use these readings) See last page of this document for links of each reading.
Link to readings: https://curtin.alma.exlibrisgroup.com/leganto/readinglist/lists/11120147440001951
Task 3.
Identify and outline the practices based on your reading and research which show your understanding of how a teacher would support Alice’s development as a reader in her early year’s classroom.
You must consider
speaking and listening. How would you promote productive classroom dialogue collaborative conversations to enhance oral language and development to support Alice and all children in the class?
Alice’s learning of Phonological awareness, phonics, and decoding.
How the theories will support different ways of teaching Alice and the children in the class.
