The references below include Campbell and Green (2006) and the other references provided to complete Project 2 assignment, so these will be the same for everyone’s assignment. In keeping with the assignment requirements you will need to have five more that you have located yourself through your own research in addition to the ones below:
1. You should have at least five references for this essay in addition to Campbell and Green (2006) and the other references provided to complete the assignment.
References
Anstey, M., & Bull, G. (1996). Re-examining pedagogical knowledge and classroom practice. In G. Bull & M. Anstey, (Eds.), The literacy lexicon (pp. 89- 106). Sydney: Prentice-Hall.
Campbell, R., & Green, D. (Eds.). (2006). Literacies and learners: Current perspectives (3rd ed.). Frenchs Forest NSW: Pearson Education Australia.
Culican, S. J. (2005). Troubling teacher talk: The challenge of changing classroom discourse patterns. Paper presented at the annual conference of the Australian Association for Research in Education, University of Western Sydney, NSW. Retrieved February 15, 2009, from http://www.aare.edu.au/05pap/cul05592.pdf
O’Neill, S. (2011). Basic transcript analysis. EDX1170 Foundations of language and literacy course notes, Toowoomba: University of Southern Queensland.
O’Neill, S. (2009). Transcript 1, Spoken text extract parent and Year 1 daughter. EDX1170, Course resources.
O’Neill, S. & Gish, A. (2009). Transcript 2, Spoken text extract Year 3 teacher and class group. Adapted from O’Neill, S. & Gish, A. (2008). Teaching English as a second language (pp. 136-139). South Melbourne: Oxford University Press.
NOTES:
1. Further details available on the Study Desk.
Course assessment procedures
Please refer to the USQ Academic Regulations for Assessment located at
http://policy.usq.edu.au/policy/files/assessment.htm#id1
http://policy.usq.edu.au/documents/14749PL
Additional assessment notes
(a) The due date for an assignment is the date by which a student must dispatch or upload the
assignment to USQ. The onus is on the student to provide proof of the dispatch date, if
requested by the Examiner. Otherwise, when uploaded to the EASE system the submission
date is automatically recorded.
(b) Students must retain a copy of each item submitted for assessment. This must be
dispatched to USQ within 24 hours if requested by the Examiner.
(c) In accordance with University’s Assignment Extension Policy (Regulation 5.6.1), the
examiner of a course may grant an extension of the due date of an assignment in extenuating
circumstances, such as documented ill-health.
(d) In the event that a due date for an assignment falls on a local public holiday in their area,
such as a Show holiday, the due date for the assignment will be the next day. Students are to
note on the assignment cover the date of the public holiday for the examiner’s convenience.
(e) Students who do not have regular access to postal services or who are otherwise
disadvantaged by these regulations may be given special consideration. They should contact
the examiner of the course to negotiate such special arrangements.
(f) Students who have undertaken all of the required assessments in the course but who have
fa
iled to meet some of the specified objectives of the course within the normally prescribed
time may be awarded the temporary grade: IM (Incomplete-Makeup).
An IM grade will only be awarded when, in the opinion of the examiner, a student will be
able to achieve the remaining objectives of the course after a period of non-directed personal
study.
(g) Students who, for medical, family/personal, or employment-related reasons, are unable to
complete an assignment or sit for an examination at the scheduled time, may apply to defer an
assessment in the course. Such a request must be accompanied by appropriate supporting
documentation. One of the following temporary grades may be awarded: IDS
(Incomplete – Deferred Examination; IDM – Incomplete Deferred Make-up; IDB
– Incomplete – Both Deferred Examination and Deferred Make-up).
2 EDX1170 – Foundations of language and literacies
© University of Southern Queensland
Examination
There is no examination for this course.
Required referencing style
Assignments are to be written using the APA referencing style. Please refer to the USQ
Library web site for referencing guides in the APA style. Go to
http://www.usq.edu.au/library/referencing/apa-referencing-guide This provides details
on the referencing of print and electronic publications.
Assessment 3
© University of Southern Queensland
Assignment 1
Portfolio of literacy resources
Description Marks out of Wtg(%) Due date
Project 1 45 45% 18 Apr 2016
This assignment is designed to be the beginning of your professional literacy portfolio which
you should add to as you move through your degree. It is designed to assess the following
course objectives, as listed in course specifications:
Objective 1. Recognise features of language acquisition and oral language development.
Objective 2. Understand the context/text model.
Objective 4. Identify various approaches to language and literacies learning.
Objective 5: Analyse teacher talk and understand the implications for effective literacy
teaching.
Objective 6. Demonstrate competence in and appropriate use of language and literacy,
including spelling, grammar, punctuation and APA referencing.
Assignment details:
The Portfolio has two tasks. The first relates to your participation in two online discussion
fo
rums and becoming aware of emergent literacy and literacy pedagogy, and the second your
understanding of the teaching of reading through the Four Resources Model.
Discussion Forums
Task 1: Part A (15%)
Record of participation
Up to the submission date for this assignment there will be two online discussion forums
that relate to the course of study in the first few weeks.
You are required to work collegially making connections with your peers in your particular
tutorial group’s forums which will be on the Study Desk.
1. You are required to think of a stimulus question and post it in one of the two
fo
rums according to your personal preference.
2. Then you must lead the ensuing online discussion for your stimulus question. This
means that you need to monitor your colleagues’ responses to your stimulus question
and formulate replies that encourage further comment and analysis from your
colleagues.
4 EDX1170 – Foundations of language and literacies
© University of Southern Queensland
3. At the same time you are required to contribute to the discussion in both forums. You
do this by posting a minimum of 2 responses in each of three of your colleagues’
stimulus questions in each forum as depicted in the smiley face check list below.
4. A post is defined as at least 15 words; your responses should be designed to encourage
fu
rther constructive discussion. Your posts should link to the content in the course.
5. Your overall participation in these discussion forums represents an important part of
learning in this course. They are designed to stimulate your thinking and talking about
the issues raised in relation to developing children’s literacy and the pedagogy involved.
They are also designed to facilitate your professional interaction with peers in keeping
with the course’s sociocultural approach to learning.
6. Check list for completing your posts
Contribute
Forum 1 Forum 2
Colleague 1
Post 1
Post 2
Colleague 2
Post 1
Post 2
Colleague 3
Post 1
Post 2
Colleague 4
Post 1
Post 2
Colleague 5
Post 1
Post 2
Colleague 6
Post 1
Post 2
Lead
YOU
Post a stimulus question in Forum 1 or
Forum 2.
Monitor and respond constructively to
yo
ur peers’ response posts to your
stimulus question.
All posts can be constructive questions,
comments, explanations, descriptions,
sharing/discussion of relevant
references, teaching materials and the
like.
Remember it is your question and you
need to keep the conversation on track.
In summary, apart from your posts in your own stimulus question area you should have 12
contribution posts of at least 15 words each, which should amount to a minimum of 180
words.
Assessment 5
© University of Southern Queensland
Presentation of Task One Part A for your Portfolio of literacy resources
1. Once your participation has met the above requirements you must copy and paste those
posts that best reflect the quality of your contributions and leadership, including the
date and time into a Word file. See example on Study Desk.
2. You must organise them under the headings of Forum 1 and Forum 2 and your stimulus
question component.
3. This part of your assignment must not exceed 3 x A4 pages.
Part A
Template
Forum 1
Forum 2
My stimulus question and leadership
Task 1: Part B (15%)
(Word count 700-850 words)
Thinking about your study so far (Modules 1–5 and forum participation) write an
information report about the literacy pedagogy evident in the video-lesson provided on
Study Desk in the Assignment 1 resources folder (this will be accessible via a link to the
Internet).
Your report must be in keeping with the information report text type and must (a) make
reference to the literature in the field to support your claims and (b) include a minimum of
three references. Your report should follow APA referencing style – see
http://www.usq.edu.au/library/referencing/apa-referencing-guide
Task 2 (15%)
Teaching reading through the Four Resources Model (4RM)
This task requires you to demonstrate your understanding of how the Four Resources Model
applies to the teaching of reading. You are provided with the following template to structure
yo
ur response.
1. Select a picture story book that is appropriate for children in the early years with which
you would be able to conduct “shared reading” as described in the course text book
(Seely Flint, Kitson, Lowe & Shaw, 2013, pp. 156; 249–252) and also in Campbell and
Green (2006, pp. 113–115). The Campbell and Green pages are available via the tab at
the top of the Study Desk (Useful Links – Course Readings DiReCt).
2. Write a brief overview of your book that gives the basic story line and explains the main
reasons for your choice for your shared reading literacy learning experiences. Why is
your picture book suitable for shared reading? (200-300 words).
3. Complete the following matrix to explain how you would use your story book to
explicitly teach each of the 4RM practices and specify what the children would
actually be doing to apply each.
6 EDX1170 – Foundations of language and literacies
© University of Southern Queensland
4RM roles How will you as the teacher
use the book to explicitly
teach this literacy practice?
What will the children
actually do when they are
engaging in this practice?
How will they apply this
literacy practice?
Code-breaker
Text participant
Text user
Text analyst
(To make best use of the space, make your table landscape orientation).
Check List
1. I downloaded the file containing the template from the Study Desk.
2. I saved my assignment in Word in either .doc or .docx format.
3. I have submitted my assignment to EASE as one document only, using the
template provided on the Study Desk.
4. I have included:
● A cover sheet with my name, student number and mode of study (e.g. On
campus, Springfield)
a Table of Contents and page numbers
One overall Reference List
● the marking feedback rubric last at the end of the assignment
5. I have checked that I am uploading the correct version of my assignment to
the Study Desk.
PLEASE NOTE: Collaboration and study groups are encouraged for this course, however all
material that you submit must be your own work. Read very carefully the “Academic
Misconduct” guide at http://policy.usq.edu.au/documents/14132PL
Note the meaning and consequences of plagiarism and cheating. Do not copy the work of
yo
ur peers or others, and be sure to clearly acknowledge and reference the information
sources that you use in your assignment in APA format.
See: http://www.usq.edu.au/library/referencing/what-is-plagiarism
Assignment 1 marking rubric
See the Study Desk Assignment 1 Resources Folder
Assessment 7
© University of Southern Queensland
Assignment 2
Description Length Wtg(%) Due date
Project 2 1750 words 55% 06 Jun 2016
Format: Written comparative analysis (essay)
This written comparative analysis is designed to assess the following course objectives, as
listed in course specifications:
Objective 3. Understand sociocultural contexts for language and literacies learning.
Objective 4. Identify various approaches to language and literacies learning.
Objective 5. Analyse teacher talk and understand the implications for effective literacy
teaching.
Objective 6. Demonstrate competence in and appropriate use of language and literacy,
including spelling, grammar, punctuation and APA referencing.
Assignment details:
1. Examine two transcripts of talk (provided on the EDX1170 Study Desk) involving an
adult (teacher/parent) and children/a child. Both are instructional settings but one is set in
the home environment and is a conversation between a parent and child, while the other
is in a classroom and is a conversation between a teacher and students. Please note that
the home context is a naturalistic setting and is not a case of home schooling.
2. Working from your learning and the supportive resources provided in the lead up to this
assignment, including your knowledge of the role of talk in literate, cultural and social
practices from Module 6, analyse the characteristics of the talk in the two situations to
compare the effectiveness of literacy pedagogies. Your comparative analysis should
discuss the evident differences between the social worlds of home and school, the roles
of adults in both settings and the role/s of children in both settings. Some questions to
consider, though not exhaustive, are: How is learning conducted at home and in school?
What are the differences and similarities? Finally, your essay should demonstrate
insights about why students in classrooms participate in particular ways and what
changes may be necessary to classroom pedagogy because of this.
3. Further guidance in mastering the genre of comparative analysis and the tools and
approach to transcript analysis will be provided in lectures, tutorials and resources
on the Study Desk.
4. You should have at least five references located through your own research for this essay
in addition to those provided to complete the assignment.
8 EDX1170 – Foundations of language and literacies
© University of Southern Queensland
Notes and supporting documentation:
1. Ensure that you use and refer to the dialogue in the transcripts to support your stance.
2. Ensure your references are listed at the end of the essay and are in APA style.
3. Include the rubric at the end of the assignment.
4. Upload to the Study Desk as one document only.
PLEASE NOTE: Collaboration and study groups are encouraged for this course, however all
material that you submit must be your own work. Read very carefully the “Academic
Misconduct” guide athttp://policy.usq.edu.au/documents/14132PL. Note the meaning and
consequences of plagiarism and cheating. Do not copy the work of your peers or others, and
be sure to clearly acknowledge and reference the information sources that you use in your
assignment.
See: http://www.usq.edu.au/library/referencing/what-is-plagiarism
References for writing a comparative analysis
Harvard – how to write a comparative analysis
http://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis
Harvard – General academic writing
http://writingcenter.fas.harvard.edu/pages/strategies-essay-writing