Faculty of Arts and Education Unit Guide

Trimester 1, 2014 Burwood, Geelong & Warrnambool Campuses

ECL210
Multiliterate Learners in Early Years Environments

A note of welcome
Welcome to the unit ECL210 Multiliterate Learners in Early Years Environments. As the Unit Chair, I hope that you find this unit both interesting and informative. This Unit Guide explains the aims of the unit, and gives details of the assignments. You should always read this Unit Guide first and check it frequently when preparing to study or embarking on assignment work.

Contact details
Unit Chair: Dr Louise Paatsch (Geelong Campus) Geelong Campus Coordinator: Dr Louise Paatsch Room: ic3.204 Telephone: 03 52271457 Email: louise.paatsch@deakin.edu.au Teaching staff (Geelong): Dr Louise Paatsch: louise.paatsch@deakin.edu.au Mrs Maria Nicholas: maria.n@deakin.edu.au Mr Mark Barratt: mark.barratt@deakin.edu.au Burwood Campus Coordinator: Mr Andrew Eyers Teaching staff (Burwood): Mr Andrew Eyers: andrew.eyers@deakin.edu.au Ms Marsha Dickins: marsha.dickins@deakin.edu.au Ms Rebecca Claire: rebecca.claire@deakin.edu.au Mr Ben Whitburn: b.whitburn@deakin.edu.au Warrnambool Campus Coordinator: Mrs Terri Redpath terri.redpath@deakin.edu.au You will be notified of your tutor and his or her contact details at the start of the teaching period.

Student commitment and responsibilities

Please note that this unit involves developing your professionalism through self-initiated experiential experiences with an early years student and an early years teacher. As homes and schools are busy places and these experiences are central to your first two assignments, we recommend you begin planning for these self-initiated experiential experiences in week 1. Students are also expected to engage in i-lectures, face to face lectures and tutorials, reading and viewing prescribed early years literacy materials, and CloudDeakin discussions.

The Deakin Student Charter provides an outline of your rights and responsibilities as a member of the University community. Available in the current Handbook or online at: http://www.deakin.edu.au/current-students/study-support/studentcharter.php Computer access: All students are expected to have access to a personal computer, as well as access to the Internet and e-mail. Deakin University uses online technologies in many aspects of teaching and learning, student support, administration, and general communication. As a Deakin student, you will rely heavily on Deakins online facilities and services, and are expected to participate actively in the Universitys online communication networks by accessing the Deakin Portal and your Deakin e-mail account on a regular basis. Information on the portal and accessing your Deakin email account is available on the Software Essentials DVD which is included in the Deakin University induction packs provided to all 1st year off-campus, new offcampus and international students. All other students can pick up a free copy of the DVD from campus Libraries, DSA, DUSA or the Disability Resource Centre. Access to the Universitys IT facilities is governed by the Conditions of Information Technology Use (refer to The Guide at: http://theguide.deakin.edu.au). Failure to comply may result in loss of access, charges being payable and/or disciplinary proceedings.

Feedback from students

Towards the end of the teaching period you will be emailed a link to the Student Evaluation of Teaching and Units (SETU) survey for this unit. We encourage you to complete this as the results are used to help assess curriculum, teaching and assessment directions in this unit. This unit has been changed substantially as a result of student feedback. This feedback leads to changes in course content. For example, the introduction of multimodal assessment, and direct student engagement with early years learners and schools has resulted in a high degree of satisfaction with the unit. In response to the 2013 student feedback, refinements have been made to improve the clarity of the assessment tasks and the timing of the selfinitiated experiential learning experiences has been revised. In addition, the group presentation has been re-developed. Please give honest feedback so that next years students can benefit in turn.

Unit overview
This unit develops your ability to teach literacy and English with a focus on students in the early years of primary schooling (Prep, Years 1 & 2). Our

approach emphasises you as an active and critical professional approaching and engaging with contemporary young learners families and schools. You will be working with a range of texts and technologies. Our approach emphasises the concurrent development of your teaching capacities and theoretical understandings.

Aims of the unit

The unit focuses on three types of knowledge that are critical for your effectiveness as a teacher: 1. Development of primary students knowledge of early years language and literacy and how you can best assess students literacy development, 2. Methods and approaches to early years literacy teaching and how you can plan lessons using these approaches, and 3. Planning to teach students from a range of abilities and backgrounds based on evidence about their early years literacy learning needs. Learning objectives The unit aims to enable you to: explore the diverse types of knowledge about literacy that students bring to school from their homes and communities through home-based engagement with students in the early years of schooling appreciate ways that these different types of knowledge can be used to engage students and further their language and literacy development explain the diverse ways in which primary students develop language and literacy abilities describe the sorts of diverse genres of print, digital and multimedia texts which young students are learning to read, write and discuss recognise and increasingly use teaching approaches which support young students reading, writing and oral language development through engaging directly with early years literacy teachers draw on commonly used assessment tools to profile an individual students literacy learning, analyse the students efforts and plan for future learning demonstrate familiarity with relevant English and literacy curriculum statements, policies, materials and programs reflect on your own learning and performance develop a multimedia portfolio reflecting your growing understandings of learners, teaching and texts in the early primary years of language and literacy learning.

Deakin Graduate Learning Outcomes

Deakin Graduate Learning Outcomes (approved August 2012 by Academic Board), describe the knowledge and skills graduates have acquired and are able to apply and demonstrate at the completion of their undergraduate/professional-entry course. They consist of learning outcomes specific to a particular discipline or profession as well as transferable generic learning outcomes or capabilities that all graduates should acquire irrespective of their discipline area. Deakin Graduate Learning Outcomes This unit contributes to your overall learning and understanding of the following Deakin Graduate Learning Outcomes: Knowledge in the discipline Ensuring that students develop systematic knowledge and understanding of their discipline or chosen profession appropriate to their level of study Communication Using oral, written and interpersonal communication to inform, motivate and effect change Digital literacy Using technologies to find, use and disseminate information Critical thinking Evaluating information using critical and analytical thinking and judgment Problem solving Creating solutions to authentic (real world and ill-defined) problems Self-management Working and learning independently, and taking responsibility for personal actions Teamwork Working and learning with others from different disciplines and backgrounds Global citizenship Engaging ethically and productively in the professional context and with diverse communities and cultures in a global context

Learning Resources
Unit materials Prescribed text
Hill, Susan (2012). Developing early literacy: assessment and teaching, 2nd Edition, Eleanor Curtain, Prahran, Victoria. It is available through the campus bookshop. University bookshop: On line: http://www.dusabookshop.com.au/ Email: dusa-bookshop@deakin.edu.au Free call: 1800 686 681

Resources not in the bookshop? If any specified materials are not in the bookshop (perhaps stock has sold out or there may have been a problem with securing sufficient stock), do not simply plan to return a few days later. Ask bookshop staff to order the materials for you. If the bookshop does not seem to be responding to your request, please use email to notify the Unit Chair.

References
Anstey, M, Bull, G 2006, Defining multiliteracies, Teaching and learning multiliteracies: changing times, changing literacies 2006, International Reading Association, Newark, Del, pp. 19-55 Hill, S. (2010). The millennium generation: Teacher-researchers exploring new forms of literacy. Journal of Early Childhood Literacy, 10 (3), 314340. Hill, S. (2012). Developing early literacy: assessment and teaching, 2nd Edition, Eleanor Curtain, Prahran, Victoria. Moll, L.; Amanti, C., Neff, D., and Gonzales, D. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 21 (2), 132-141. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66, 60-92. Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 221-239.

Further resources
Additional resources will be provided during lectures, tutorials and through CloudDeakin

Take the Library with you

Deakin University Library Many of the Librarys resources are online, so you can access them on campus, at home or at work any day, any time via your computer or your mobile phone. The Library website is your hub for accessing unit e-readings, academic journals, books, e-books, subject databases and websites that contain quality information for this unit, giving you a distinct advantage with your assignments. The Librarys help services in person or via email, phone

or instant messaging will assist you to make the most of library services, and save you valuable research time. Your Library. Your Space. http://www.deakin.edu.au/library/ Subject guides for quality academic journals, databases and websites recommended by your liaison librarians. http://deakin.libguides.com/ Links to your liaison librarian, help information and services. http://www.deakin.edu.au/library/help/index.php Access the mobile-friendly library catalogue and key resources. http://m.library.deakin.edu.au

Study skills
Studying at university requires particular academic skills that all students need to develop. For example, very early in your studies, you may realise that you need to manage your time effectively because you have a lot of free time. Also early on in a trimester, lecturers begin to mention assignments or essays. Again, knowing how to do an assignment is critical to getting good marks. For more information and resources to help with such skills as planning your time, essay writing, effective reading, referencing and exam preparation, check the Study Skills website at www.deakin.edu.au/studyskills.

Further information
The Division of Student Life provides free on-campus academic skills workshops including: Organising and Time Management Skills; How to Avoid Plagiarism; Working in Groups; Your First Assignment; Lectures and Tutorials; and Writing University Assignments. See www.deakin.edu.au/studentlife/academic-skills/workshops/index.php for further details. Students with a health condition or disability If you have a physical, sensory or learning disability or a medical or mental health condition that interferes with your ability to achieve your academic goals, contact the Disability Resource Centre for advice and assistance: http://www.deakin.edu.au/equity-diversity/disability-services.php

CloudDeakin
CloudDeakin is Deakin Universitys online teaching and learning environment which aims to enhance both on and off-campus learning. CloudDeakin delivers

web-based course material and assessment tasks and facilitates communication and collaboration between staff and students. To log in to CloudDeakin open your browser and go to http://www.deakin.edu.au/current-students/ From here you log on using your Deakin username and password. In ECL210 Multiliterate Learners in Early Years environments, CloudDeakin is used to provide: support for your self-initiated experiential learning, professional engagement with an early years student and an early years teacher, through online materials and a CloudDeakin discussion forum access to lecture notes (PowerPoint slides and i-lectures) additional tutorial materials where appropriate a discussion site for each tutorial group.

Please note that the Unit Chair and teaching staff for the unit will not commence teaching, including using CloudDeakin, until the first week of the teaching period

Frequently Asked Questions and other useful information about CloudDeakin can be found on the Student Support Resources website available via: http://www.deakin.edu.au/current-students/study-support/dsosupport/faq/index For technical problems (such as difficulties logging on, computer and browser issues) contact the IT Service Desk on 1800 721720 or email: it-servicedesk@deakin.edu.au

Trimester 1 program
Week begins Mar 10 Learning experiences (with the exception of Week 1 reading should be done PRIOR to lectures and tutorials) Face to face lecture: Diverse young literacy learners in homes and communities/diverse texts Theories of cognitive & language development Face to face tutorial Knowledge of young literacy learners Funds of knowledge Reading/writing interests surveys Introduction to assignments Mar 17 Face to face lecture: Developing language Language and Play Face to face tutorial Phases in literacy development Reading & Writing Read aloud & Questioning Introduction to AusVELS Planning Assignment 1: Early Years Learner Profile Mar 24 Face to face lecture: A literacy program: teaching approaches Text Types and genres Matching teaching approaches to learners needs. Contemporary texts and genres Face-to-face tutorial Shared reading/writing Guided reading/writing Modelled writing/Language experience (Hill:
85)

Resources

Assessment tasks Towards Assignment 1: Select early years learner for literacy profile

Hill (2012): Chs 1-3 Hill, S. (2010). Moll et al. (1992) on CloudDeakin site Thomson, P. (2001) Hill (2012): Chs 2 & 5 Chapter 15

Towards Assignment 2: Arrange access to early years classroom for literacy teaching profile

Hill (2012): Ch 4, 18 & 19 Text types (Hill (2012): 345)

Towards Assignment 2: Arrange access to early years classroom for literacy teaching profile

Contemporary texts and genres

Mar 31

Field Experience No face to face lecture or tutorials Experiential learning (self-initiated): Professional engagement with an early years learner/CloudDeakin discussion Online guidelines for approaching parents Interview advice Advice on prompts Permission notes for parents Professional engagement with an early years teaching program/CloudDeakin discussion Online guidelines for observing a teacher and students during a literacy program. Face to face lecture: Multiliteracies and Multimodality Face to face tutorial: Exploring Multiliteracies & multimodality Assignment 2 in detail

Hill (2012): Chs 1-3

Towards Assignment 1 Child Literacy Interview & Work Sample Collection

Hill (2012): Ch 4, 5 & 16

April 7

Hill (2012): Ch 16 Anstey & Bull (2006): Ch 1 New London Group (1996) Hill (2012): Ch 6, 7, 8, 9, 10 & 15

Towards Assignment 2 Observations of Early Years Literacy Teaching Towards Assignment 2 Observations of Early Years Literacy Teaching

April 14

Face to face lecture: Reading development The reading process Developmental stages of reading Face to face tutorial: Exploring levelled texts Your child and reading development Revisit AusVELS Phonemic awareness Mid-trimester break School Holidays 29th March to 14th April Professional experience Professional experience Face to face lecture: Writing development Stages of writing development The writing process Revisit text types Face to face tutorial: Your child and writing development Writing in different genres

Assignment 1 Due 5pm Monday 14th April

April 21 April 28 May 5 May 12

Hill (2012): Ch 13, 14,

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May 19

May 26

Face to face lecture: Development of reading & writing using assessment for teaching Assessment tools Face to face tutorial Analysing Running Records Guided reading Victorian Modern Cursive Print Interactive writing AusVELS progression points for reading & writing Face-to-face Lecture Childrens Literature Presentation Week

Hill (2012): Ch 11 & 12

Assignment 2 due 5pm Monday 19th May.

Hill (2012): Ch 5

Group Presentation

Face to face Tutorial Group presentations University examination period from June 2 June 20.

Assessment
Assessment summary
ALL assignments must be submitted online via the assessment assignment folder on CloudDeakin. Please ensure that all files are submitted in either Word format OR PDF. There are three assignment tasks: 1. 2. 3. Engagement with an early years learner Engagement with an early years teaching program Group Multimodal Presentation

Assessment
1 Early Years Learner Profile Early Years Literacy Teaching Practice Profile Group Multimodal Presentation

Length
1500 equivalent 1500 equivalent 15 minutes (1000 word equivalent)

%
40

Due Date
Monday 14th April 5pm Monday 19th May 5pm

40 During tutorials in week beginning May 26th, 2014.

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Specifications for all Assignments: Appropriate presentation is good manners and a sign of respect for your reader. Before you submit an assignment, please make sure that you have: o included a title page at the front of the assignment it should include your name, student ID number, assignment title, unit code and the name of your lecturer o used at least 12 point font in your submission and that your assignment has at least 1.5 spaces between each line. o used Harvard referencing style. http://www.deakin.edu.au/current-students/study-support/studyskills/handouts/refer-plag.php o placed a Reference List at the end of your assignment to acknowledge all the materials you have drawn information from o included an Appendix at the back of the assignment, following the reference list, when including other resources (such as the assessment documents that will be accompanying Assignment 1). o used a spelling and grammar checker to check your assignment, but remember that even then little errors can slip through so please also read through your assignment before submitting. o saved file into a compatible file format (.doc / .docx / .pdf) o checked file size (max 20MB) There is a high expectation that you will read for comprehension and write for clarity of meaning. Please gather the ideas from your text and/or readings, reflecting on and then use them to support your ideas. Write clearly and simply. Use subheadings where appropriate.

Details of each assessment task

Assignment 1: Early Years Learner Profile (40%) Due date: Value: 5pm, Monday 14th April, 2014. 40% (equivalent 1500 words)

This assessment requires you to engage directly with an early years learner. You will be given time and support during tutorials and on CloudDeakin to undertake the tasks required. The aim of this assessment is to investigate an individual students: 1. Funds of knowledge 2. Reading skills ([i.] fluency & [ii.] reading comprehension) 3. Writing skills 4. Phases of literacy development 5. Engagement in broader processes of meaning making Prior to data collection Prior to collecting data for this assignment you will be required to: (a) obtain permission from the childs parent/s (b) select an appropriate text for the child to read and (c) develop a set of comprehension questions.

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(a) Permission from parents With careful reference to the online advice, seek permission to work with an early years learner from their parents. Preferably this early years learner should be from either Years 1 or 2. However, if you have access to a Prep child who can read a text and write then this child may be chosen for your early years learner profile. Explain that the data you collect (work samples, photos, quotes, etc) will be used for an assignment and that the student will NOT be identified in your written assignment. Ensure that you collect signed permission forms from parents to submit with your assignment. (b) Text Selection Select a text appropriate for the young learner to read. This text can include electronic, fiction and non-fiction texts. (c) Comprehension Questions Prepare 2 (two) questions for each of the following: literal, interpretive and inferential comprehension questions (Hill (2012) pp. 189; 199). Data Collection There are three (3) main sets of data collection required for this assignment. ALL DATA SETS SHOULD BE INCLUDED IN THE APPENDIX OF YOUR SUBMITTED ASSIGNMENT. 1. Investigating Funds of Knowledge You will be required to investigate the childs funds of knowledge. Data will be gathered from (a) the childs parent/s or teachers, (b) older siblings (if appropriate), and (c) the child. (a) Talk with the childs parents or teacher and older siblings about the childs interests, activities and knowledge. Use questions such as: What does your child/sibling like to do and talk about? What are some of the places that your child often visits? What languages does your child speak? What languages do members of your family read, write and speak? What kinds of books/games/films/shows/activities does your child enjoy? What types of technology does your child/sibling like to use? What do they do with this technology? (See Hill (2012) : 64 65; 67-7; Hill (2010); Moll et al., 1992) (b) Ask the child about their knowledges using questions such as: What do you like to do when youre not at school? What are your favourite games? What kinds of movies and TV shows do you like? Who do you play with at home? What technologies do you use (mobile phones, iPad, computers, PlayStation, Wii, etc)?

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What do you do with them? What have you learnt from doing this? What music do you listen to? (c) Reading Interview Conduct an interview with the learner using the reading survey (Hill (2012): 430 or 431). This survey will be presented and discussed in tutorials prior to data collection. (d) Writing Interview Conduct an interview with the learner using the writing interests survey (Adapted from Fountas & Pinnell, 2001). This survey will be presented and discussed in tutorials prior to data collection. It will also be available on CloudDeakin in Assignment 1 folder. 2. Reading Skills (a) Reading Fluency Ask the child to read the text that you have selected. Encourage and help the child if required. Discuss the text. The focus is on fun, achievement and building trust. Find out what the child knows about the text/author/topic. Invite the child to read the text/or parts of the text. Throughout, use prompts for support and to find out about their knowledge and abilities. Ask the child some questions to explore the childs strategies used to make meaning from the text. This text could be the text the child read or the text that you read to the child. Prompt the child to explore relationships between the design of the book (e.g., illustrations, layout), linguistic meanings (e.g., words, sentences, structure), and their life experiences (i.e., knowledge about the world). Use the Reading Fluency Rubric (Hill: 194) to assess the childs reading fluency. Provide justification for placing the child at particular levels of the reading fluency rubric. (b) Reading comprehension Ask the child to talk about the text. As the child each of the literal, interpretive and inferential comprehension questions (approximately 6 questions in total) that you have prepared about the selected text to help you assess the childs comprehension. 3. Writing Skills Ask the child to write about the text. This may vary between one sentence to a couple of paragraphs. Some children may be reluctant writers but try to encourage them to write. Explain that you will be using this work to help you learn to be an effective teacher. Prompt, encourage and help the child. Keep it positive. Collect these work samples for analysis and submission with your assignment. If there is time, you may want to ask the child to draw a picture. Reflect broadly on how pictures and other modes of communication are used to make meaning.

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Throughout and immediately after your session with the child, take detailed notes on what you notice about his/her interests, strengths and areas for improvement. After the interview and data collection 1. Depending on the complexity of the childs writing capacities, use one or both of the writing assessment sheets (Hill (2012): 323; 326) to analyse the writing sample. 2. Reflect on the childs literal, interpretive and inferential comprehension questions (Hill (2012) p. 189; 199) to determine their understanding of the text. 3. Complete the Reading Fluency Rubric (Hill (2012): 194) to assess the childs reading fluency. Written report Early Years Learner Profile As part of this assignment, you are required to write a detailed report. Use the results of the reading and writing interview, the childs reading and writing samples, and the other assessment results to write a report on the childs knowledge and abilities. Ensure that your report includes language that is written in third person and is non-judgemental (i.e., avoid the use of the terms the child is a poor reader, the child is very bright etc.). Ensure to let the data that you have collected tell the story of the report. In your report, include the following headings and specific details within each section: 1. Introduction: Briefly introduce the child (use pseudonym for the child, parents and/or teacher so that they are not identifiable). Include the age, gender, grade level and other relevant information about the child in this section. 2. Funds of Knowledge: Using the data gathered from the interviews with the parent/s and/or teacher, siblings (if appropriate), the child, and the reading and writing interest surveys: (a) Describe the childs background, interests and strengths (Funds of Knowledge) (b) Critically analyse the data you collected in light of your reading about the concepts of funds of knowledge and virtual schoolbags. Make sure that you make links between your data and what is suggested in the readings. Make particular reference to the readings by Hill (2012), Moll et al. (1992) and Kamler & Comber (2005) and Thomson (2001) in your discussion.

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3. Reading Skills (a) Fluency (i) Briefly describe the childs level of fluency including strengths and areas of need. Provide a rationale, using specific examples from your data, to support your placement on the Reading Fluency Rubric (Hill, 2012: 194) for each of the 5 areas: phrasing, attention to syntax, attention to punctuation, expression and rereading. (ii) Using the data you collected, reflect broadly on how the child uses pictures and other modes of communication to make meaning, making reference to your readings (Anstey & Bull, 2006; Hill, 2012)

(iii) Reflect on the text that you chose for the chid to read. What were the strengths and limitations of choosing such a text? What would you suggest are some of the considerations you need to be aware of when choosing an appropriate text, based on your experience? (b) Reading Comprehension Briefly discuss the childs level of comprehension and the strategies used to answer the comprehension questions, including strengths and areas of need. 4. Writing Skills (a) Briefly discuss the childs writing (and drawing where appropriate), including strengths and weaknesses. (b) Reflect broadly on how pictures and other modes of communication are used to make meaning, making reference to your readings (e.g. Anstey & Bull, 2006; Hill, 2012) 5. Phases of Literacy Development: From the knowledge you have from these assessments, suggest what phase/s of literacy development and which AusVELS level the child might be in relation to reading and writing. Refer to the Phases in literacy development chart (Hill: 6) and the AusVELS Standards and Progression Points (see http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10 and http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/Au sVELS-EnglishProgressionPoints-2013.pdf Submission of assignment To your assignment coversheet, attach the following appendices: - signed permission from learners parent - investigating funds of knowledge interview questions and responses - completed reading interests survey

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- completed writing interests survey - reading comprehension questions and childs responses - completed reading fluency rubric - title and sample page from selected texts that the child read and the text that you used for the reading comprehension - learner written work sample/s. Assignment 2: Early Years Literacy Teaching Profile Due date: 5pm, Monday 19th May, 2014 Value: 40% (equivalent 1500 words)

The aim of this assessment is to investigate early years literacy teaching practice through: Observation of a teacher in a classroom Analysis of literacy teaching approaches 1. With careful reference to the advice on CloudDeakin and information discussed in tutorials, organise to observe the literacy practice of an early years teacher (a teacher of Years 1 or 2 learners unless otherwise negotiated). Using your networks (practicum placement school, tutorial group, friends, family, your own primary school, etc) contact a primary school and seek permission to contact an early years teacher to observe their literacy practice (generally a two hour session first thing in the morning). Contact may be through the Principal be advised by reception at the school. Contact the teacher and negotiate a suitable time to visit for your observation. Tell them you want to observe their early years literacy teaching practice. 2. Using the template provided (See sample below in Table 1 & complete word document on CloudDeakin) take notes on the timing, organisation of students (are they working as a whole class, in pairs, groups or individually?), resources, and learning experiences undertaken. 3. Ask the teacher to sign and date the Observation Sheet as evidence of your observation. Please include this completed observation sheet in the appendix of your written report. Table 1. Sample of Literacy Teaching Observation Sheet
Literacy Teaching Observation Sheet: ECL 210 Early Years Literacy Teaching Profile Teacher Name: Year Level: Observation Date: Teacher Signature: School:

Time

Groupings

Resources

Teaching Approaches/Learning

Use of technology

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Experiences List timing for each activity Whole Group Small Groups Independent Work List main materials used by teacher & students: Text titles Charts Websites Butchers paper etc Describe what you saw teacher and students doing: Modelled reading/writing Shared reading/writing Guided reading/writing Independent reading/writing Language experience Literacy learning centres Readers/Writers Workshop Share Time 9.009.15 9.15 9.30 9.30 10.00 1010.30 10.30 11.00 ADDITIONAL NOTES (E.g., interesting use of music, pictures and other modes of communication) List the various technologies observed and how they were used for language and literacy teaching and learning: Smartboards Netbooks/Laptops/Desktop Computers iPads Digital cameras/audio recorders

4. Document the range of technologies the teacher uses in their literacy teaching. How do the students use technology? What are they learning about literacy? 5. Interview the teacher about the teaching approaches being used. Ask the teacher about their use of digital technologies to enhance language and literacy learning in their early years class. 6. Document the instances where visual, gestural, musical and other modes of communication are used to make meaning? How do these modes relate to meanings expressed and interpreted in spoken and written language? Early Years Teaching Profile Report Use your observations, your interview and your course materials to write the following report. 1. Introduction: Introduce the class, teacher and times/date that you observed the literacy teaching block. Include other relevant background information where appropriate. Ensure to remove any identifying characteristics of the school and teacher (use pseudonyms) 2. Teaching Approaches: (a) Drawing on Hill (2012, Chapters 4 & 19) and on content from lectures, tutorials and CloudDeakin, identify the teaching

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approaches (e.g., Modelled writing/Shared reading) and other learning experiences observed (e.g. learning centres, language experience). (b) Compare your observations of these approaches and the teacher interview to the models described in the readings. Report on similarities/differences observed to those descriptions presented in your readings and discussed in class. Ensure to comment on whole class approaches and small group approaches observed and/or commented on in the interview. Reflect on some of the considerations needed when setting up an early years classroom for language and literacy learning.

(c)

3. Multiliteracies & Multimodality (a) Use the data gathered from your observations and the interview with the teacher to identify and write a reflection on the use of digital technologies and multimodal communication in the literacy classroom. Include an analysis that draws on the relevant readings (e.g. Anstey & Bull, 2006; Hill, 2010 (article); Hill, 2012; New London Group, 1996), lectures and tutorial content about multiliteracies and digital/multimodal technologies. (b) Discuss the similarities and differences in the way they were used in the classroom you observed compared to the way they are described in the readings. Briefly discuss other ways that digital technologies could be used to enhance literacy learning in the classroom that you observed. Refer to your readings and other resources presented in lectures and tutorials (See Hill, 2010 article).

(c)

Assignment 3: Group Multimodal Presentation For this assessment, you will work with a group of your colleagues to create a multimodal presentation, comprising an organised collection of group reflections and helpful literacy education-related resources. There will be 5 to 6 members in each group. You will also give a brief (approximately fifteenminute) group presentation in which you present your multimodal text. Timing and Due date: Presentations will take place during tutorials in Week 11 (beginning Monday, 26th May, 2014), but the multimodal presentations themselves will be continuously developed from Week 1 onward. Value: 20% (Group mark)

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Objectives: The aims of these activities are Marking: To experience and reflect upon an ongoing collaborative process of multimodal text design, To construct and textualize new understandings about earlyyears literacy learning and teaching practice, and To share these new understandings with your colleagues. The multimodal presentations will be assessed by members of the unit team and other staff employed for this purpose. Where assignments are marked by more than one assessor, staff will engage in a University-approved assessment moderation process. The multimodal presentations will be assessed principally on a process (rather than product) basis, i.e. evidence of active engagement and negotiation in the multimodal space over the course of the trimester is much more important than a polishedlooking product, especially one that is cobbled together at the last minute.

NB: A revision-tracking system will enable your tutor to clearly see what, when and by whom contributions are made to the multimodal presentation throughout the term. Further guidelines and details of evaluation criteria will be provided in tutorials and on CloudDeakin in the Assignment 3 folder. 1. Create the following pages and content: All group members will be responsible for developing the multimodal presentation. There are five (5) topics and one (1) reference section. Each topic will be presented separately in the multimodal presentation. The 6th section will be a list of references that were used in each of the 5 topics. Prior to the presentation in the last week of the trimester each student will take primary responsibility for one topic, which will be created from a synthesis of all group members contributions to each of the topics. 2. Choose text type As a group of 5 to 6 students decide on the text type your assignment will take: e.g. a group digital portfolio (through CloudDeakin), a prezi (http://prezi.com/), an iMovie, a PowerPoint Present me Wix This will help you to plan your time as you consider what is needed for the final product.

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3. General Topics Weekly reflections and discussion Each week, you will need to demonstrate active engagement in group reflections, discussion, sharing, planning and production of work that will result in your end of trimester multimodal text. This will occur in the online discussion space that will be provided in CloudDeakin for your group. These discussions are to contribute to a synthesis of all group members contributions to each of the topics, which will inform the end product. This assignment is a product that will be worked on, planned and produced throughout the trimester so that you dont have to rush to put it together at the end of the unit. The general topics of these pages include the following: a) Oral Language (Week 2 & Chapter 2, Hill, 2012) Why is the development of oral language so important? What is the role of reading aloud in developing language and literacy? What are some of the connections between oral language and literacy development? Include useful teaching resources for encouraging language development in children in the early years. Critique these resources and discuss why these resources are useful. b) Early Years Readers (Assignments 1 & 2, Weeks 6 &10, Chapters 8 & 9, Hill, 2012) What have you learnt about Early Years reading practice in terms of identifying suitable texts, assessing reading fluency and comprehension, and teaching reading through your engagements with early years learners? Include useful teaching resources for encouraging reading development in children in the early years. Critique these resources and discuss why these resources are useful. c) Early Years Writers (Weeks 7 & 11, Assignments 1 & 2, Chapters 13 & 14, Hill, 2012) What have you learnt about Early Years writers in regards to writing development, teaching children to write, writing different text types, and phases of writing development through your engagements with early years learners? Include useful teaching resources for encouraging writing development in children in the early years. Critique these resources and discuss why these resources are useful. d) New Literacies Practices (Weeks 1 to 12, Assignment 2, Chapter 16, Hill, 2012) How have you seen teachers using technology and digital media in early years classrooms to enhance their literacy teaching? How are early years

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literacy learners using digital technologies at home? How can learners become more critically aware when using and creating texts? Include useful digital resources and discuss the affordances of these tools in developing childrens literacy skills. Critique these resources and discuss why these resources are useful. e) Childrens Literature (Weeks 2, 3 and 12, Chapter 5, Hill, 2012) What have you learnt about literature and e-literature? Discuss ways in which you could involve children in exploring and analysing childrens literature. Include useful resources for teaching childrens literature in the early years. Critique these resources and discuss why these resources are useful. (f) References All group members will contribute to a page of References. List all references used in the preparation of the multimodal presentation. Please bear in mind that the pages indicated above are to form the skeletal structure of your multimodal presentation. You are certainly encouraged to add other pages and resources, and links between these, as your interests and curiosity propel you along! The multimodal presentation that you start in this unit will be yours to use in the months and years that follow, and it will be to your great advantage to make it as rich and useful as you can.

Referencing and assignment writing

All work submitted MUST be properly referenced as outlined in the Guide to Assignment Writing and Referencing. This is distributed free to all beginning students, may be purchased from the Deakin bookshop, or can be downloaded from www.deakin.edu.au/referencing. For other resources on assignment writing see the Study Skills website at www.deakin.edu.au/study-skills.

Submission and return of assignments

Online assignment submission Assignments for this unit will be submitted through the Assessment drop down menu, in the Assignment folder link in CloudDeakin. No hard copies will be accepted.

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Please include a title page on your work with your name, student ID number, unit code, unit name and the tutors name. No Faculty assignment submission sheet is required.

REMEMBER Always keep a backup copy of your assignment!

Assignment feedback In setting assessment tasks that depend on feedback from a previous task, the due date will be set to ensure that feedback can be provided in time for you to benefit from the feedback. Assignments which are submitted on time will normally be assessed and returned to students within three weeks of the due date of submission for the assessment item. In circumstances where feedback cannot be provided within this timeframe a notice shall be placed in CloudDeakin advising you of when you can expect feedback and the reason for the delay. There will normally be no opportunity for resubmission of assignments. However students who feel that the assessment of their work was unfair should contact the Unit Chair.

Late submission of assignments

Assignment extensions
If you wish to seek an extension for an assignment, you will need to apply by email directly to your Unit Chair (or where directed, Campus Coordinator) as soon as you become aware that you will have difficulty in meeting the scheduled deadline but at least three days before the due date. Appropriate documentation should be submitted in support of your application, such as a medical certificate. A maximum of 14 days can be normally granted as an extension. Please attach the Unit Chairs email approval to your assignment when submitting it.

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Special Consideration
Special Consideration is only given in the case of serious and exceptional circumstances which are beyond the student's control and these circumstances prevent the student from performing at their best for a particular piece of assessment. In the first instance students should approach their Unit Chair or Faculty Student Support Centre to discuss any concerns. In many circumstances an extension of time granted by the Faculty may be sufficient to assist the student through their particular difficulty. The reasons for application must be classified under one of the following categories: Medical; Compassionate; or Hardship/Trauma. Students must provide evidence to support the reasons for their application; therefore all applications for Special Consideration must be accompanied by appropriate documentation from a recognised authority. You can now apply for Special Consideration online. To access the application portal, log into Student Connect, www.deakin.edu.au/studentconnect and click Special Consideration on the left vertical (blue) menu. Read all the information carefully and follow the prompts to submit your application. A Student User Guide is also available from this location. Further information is available from your faculty campus office or student centres. An application for Special Consideration MUST be lodged NO LATER than three (3) University working days after the assessment items due date or the date of a scheduled examination. Students, who for very genuine reasons are not able to apply online, must contact their Faculty Campus Office or Student Centre. The hardcopy application form is not available to be downloaded. Further information regarding Special Consideration can be found on the Current Students website located at www.deakin.edu.au/current-students/

Late submission
Late submission will be penalised as follows:

Definition
1. Working Day means 9am 5pm Monday to Friday Rules 2. Assessment tasks submitted after the advertised date of submission, without an approved extension being granted, shall receive a penalty of five percent (5%) per day for each working day late. 3. No assessment task shall be accepted more than two (2) weeks after the advertised date of submission, unless an extension has been granted or an application for Special Consideration has been submitted.

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Procedure 4. Students submitting an assignment for which they have been granted an extension must clearly record both the amended approval date for submission and the name of the approving staff member attached to the relevant Assignment Cover Sheet for that assessment task. This can be done by attaching a copy of the email approval for instance. 5. Where an application for late submission has not been negotiated prior to the advertised date of submission, late assessment tasks will only be accepted up until two (2) weeks after the due date. 6. Where an assessment has been submitted late, the Unit Chair will endeavour to provide feedback to the student in a timely manner. However, the normal arrangement where work is returned to students within 15 working days of the assignment due date will be waived.

Academic misconduct - cheating, plagiarism and collusion

Plagiarism and collusion constitute extremely serious academic misconduct. They are forms of cheating, and severe penalties are associated with them, including cancellation of marks for a specific assignment, for a specific unit or even exclusion from the course. The Universitys definitions of plagiarism and collusion are as follows: Plagiarism occurs when a student passes off as the students own work, or copies without acknowledgment of its authorship, the work of any other person. Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in submitting an assignment or other work.

Deakin University views plagiarism and collusion very seriously and may impose significant penalties. Under its policy on plagiarism and collusion students are responsible for ensuring that: they are familiar with the expected conventions of authorship and the appropriate use and acknowledgement of all forms of intellectual material relevant to their discipline; work submitted for assessment is their own; and, they take all reasonable steps to ensure their work cannot be accessed by others who might seek to submit it, in whole or in part, as their own.

Whenever you refer to another persons research or ideas (either by directly quoting or by paraphrasing them), you MUST acknowledge your source. If you are ever in doubt about how to properly cite a reference, consult your lecturer or the Study Skills website at www.deakin.edu.au/study-skills. There is also a great deal of information on referencing and avoiding plagiarism at www.deakin.edu.au/referencing .

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The University policy of plagiarism and collusion is available from The Guide http://theguide.deakin.edu.au/. Regulation 4.1(1)Student Discipline also contains important information regarding academic misconduct. Unauthorised collaboration Unauthorised collaboration is a form of collusion. It involves working with others with the intention of deceiving your markers about who actually completed the work. If you have collaborated with others in preparing an individual assessment item, you must disclose this to your lecturer. Assignments will sometimes be set as group work, but even in these cases generally you will still have to write up and submit your own report. If you have any doubt as to what constitutes authorised or unauthorised collaboration, consult with your lecturer. Penalties The Assessment Panel or Faculty Academic Progress and Discipline Committee will impose a penalty on any student who is found to have committed an act of academic misconduct such as plagiarism, collusion, examination cheating or unauthorized collaboration. These penalties can include: - a reprimand - a fine up to $500 - allocation of a zero mark in the relevant task (or another such mark as is appropriate) - allocation of a zero mark in the relevant unit (or another such mark as is appropriate) - allocation of a zero mark in other units in which the student is enrolled - suspension of the student for up to one year - exclusion of the student for a minimum of one year. Things you should never do There are some activities that are never acceptable in the preparation of assignments at the tertiary level. Students who engage in any of the following activities create some doubt in the mind of the reader that the student's work is original. Many of these activities leave the student open to charges of plagiarism. Students should never: Submit an assignment without providing a list of references used. Copy one or more sentences from a reference source (book, journal, web page, etc.) without formatting and citing the material as a quotation. Use data in the form of numbers, tables, graphs, diagrams or other images without citing the source of the material. Use program source code, even if it is freely available in the public domain, without citing the source of the code. Take material from reference material and paraphrase it (write it in your own words) without citing the source of the material. Refer to another persons idea without citing the source of the idea.

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