ASSIGNMENT 1 DETAILS

In order to complete this assignment you need to undertake individual research with a student who is an early reader who is reading at Stage 1 (Year 1) or very early Stage 2 (Year 2) level. This assignment item involves you writing a case study report, based on your interactions and subsequent assessment of one child. You will be observing, interviewing, discussing and assessing your learner’s reading and e-literacies achievement. It is mandatory to refer to:
NSW Board of Studies. (2012). NSW Syllabus for the Australian curriculum: Vol.1, English K-6. Sydney: Author. AND/OR
Board of Studies NSW (2012).NSW Syllabuses for the Australian Curriculum: English K-10. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/ to ascertain the outcome and subsequent content descriptors of achievement being worked towards in reading.
This assignment requires you to do further detailed analytical research about concepts introduced in lectures and tutorials. Having been introduced to the concepts in lectures and tutorials, this assignment requires you to independently conduct more in depth research (reading of all weekly readings and text book) to indicate a profound and comprehensive understanding of the concepts and their implications for teaching and learning. This assignment requires you to make insightful reference to your text and at least 2 other references along with the NSW K-6 syllabus, this is necessary to justify and/or qualify your own detailed comments. You might (but it is not necessary) refer to other readings as well. Bundy (2004) Australia & New Zealand Information Literacy Framework for e-literacy, AND/OR Burke & Roswell (2007) AND/OR EN1-8B.Outcomes and content descriptors maybe be used to talk about what you find out about your student e-literacies in the reading interview. 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. You are advised to begin reading early and be sure to attend all lectures and tutorials.
DATA
1. You will interview a child about their reading behaviour (including reading in online environments)

(transcribed responses to interview questions)
2. listen to them read a book aloud (that you choose transcribed responses on RR)
3. record and analyse their responses (Running Record RR)- introduced in lectures and tutorials week 2)
4. ask the child to retell the story and, at least 3 questions about what they have read

ANALYSIS
5. Calculate the errors, and identify, one strength and one are of need for this child (phonological, graphological processing) link their identified strength and need to a content descriptor of reading from the K-6 English syllabus
6. Annotate the comprehension questions linking students answers to one or more content descriptors of reading from the K-6 English syllabus

Signed cover sheet attached (found at the end of this Learning Guide) accompanying submitted data
Consent from parents/caregivers

CASE STUDY NARRATIVE 1 0 1 5 7 9 P R I M A R Y E N G L I S H A N D L I T E R A C Y 1 1 H 2 0 1 6
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7. Reflect on reading concepts and processes as you report on the data collected (all data above submitted as appendices) in a written case study narrative (excerpts of this on vws). Include reference to the textbook and K-6 syllabus and two other references (course readings or other texts)
8. identify one short next steps activity that will be done in a classroom that will address the identified need.

Selecting a student
Select a student who is reading at a Stage 1 or very early Stage 2 level only. Stage 1 generally corresponds to Years 1 and 2 students. Students achieving at late Stage 2 and Stage 3 level are most often independent readers and therefore running records are generally no longer necessary. It may be premature for you to conduct a running record with a Kindergarten student (ES1) at this stage students may be in the 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. Begin gathering data as soon as you can. For the purposes of this assignment please ensure that the learner does not have a major learning difficulty or is in the beginning stages of learning English. 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.
A parent or legal guardian must complete a consent form to enable you work with or collect any data for this assignment from their child it needs to be returned before you can begin. You must keep this form and submit as part of the case study. These forms are available on the vUWS site. For privacy, block out the learner’s surname on the form when you submit the assignment and use a pseudonym in the case study report. Consent must be checked before the assignment can be graded.
Some students in Years 3 may also be meeting Stage 1 and early Stage 2 outcomes but be cautious about using these students because they could well have a learning difficulty. These students may also be learning English as an Additional Language (EAL). NB. In reality you will have such students in your class, but as this is your first time we do not want to complicate the situation for you). You may use an EAL learner, but just make sure that they are not beginning their English language learning.
Identify a suitable learner early on in the semester ( Make sure to have a nominated child by the beginning of week 2, 3 at the very latest) because sometimes you may be directed to a child whose reading ability is not appropriate for this reading task and this allows you enough time to find another one. Similarly, if your child is not willing to participate, then you will need to find another child. That the child is not willing to participate or is an independent reader is not an excuse for inability to do sections of this assignment.
After you have chosen a child and received a signed consent slip from a parent or guardian you can begin: You will need to record your conversations with the student to help when you are writing the report. Use your mobile phone or borrow a tape recorder from the Library. You will need all the information below in order to make a summary and informed judgment.
DATA
1. Interviewing a child about their reading behaviour : Reading & e-literacies attitude interview

The interview is a conversation that you record and then transcribe. You are really finding out about them and their reading and e-literacies experiences. Ask them about the books, magazines, websites, computer games and popular culture media texts. A set of questions are provided on vws you may use this document in your case study (favourite books, feelings about reading, do they read with parents, books read, reading at school), viewing and using technology (reading on Ipad, computer, phone at school at home, movies, games). Examples of other interest and e-literacy inventories are on vUWS. The child should not write their answers, consider what that you think are most useful and relevant for your learner, you are interested in their multimodal reading practices and experiences. You do need to be mindful of time and student concentration (and hence the number of questions you ask) if the child is not willing to participate you will need to find another child. Find out from the child (parent, teacher and if you can) about your learner’s interests, background and attitudes to reading, reading at home. 1 0 1 5 7 9 P R I M A R Y E N G L I S H A N D L I T E R A C Y 1 1 H 2 0 1 6
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2. Listening to them read and recording responses.

You have gathered the information above and you will need to find some suitable (authentic literature NOT from a school reading scheme) for your child to read aloud to you. Book ideas and book selections will be discussed at length in lectures and tutorials. Select a quality picture book narrative and NOT a levelled text from a commercial reading scheme. Some quality texts have been ‘levelled’ and they are OK to use. Books in the children’s section of bookshops that parents buy for presents are usually good guides for what is appropriate. You cannot buy a levelled text in a bookshop. It may take you several attempts with different texts before you find a suitable book to read. If in doubt, visit your school or local library and ask the children’s librarian for advice. Disney Books, Cinderella, Littlest Mermaid are NOT appropriate. You could ask the classroom teacher or parent/ caregiver to guide your reading book choice here, but do make sure they are suggesting quality literature and not in school readers (i.e. books from reading schemes) or Disney books linked to movies and merchandise. Once you have chosen a book try and find two others for reserve one that may seem a little harder and one a little easier than the one you are going to have the child read. We will talk about this very early in lectures.
3. Recording and analysing student responses using a Running Record.

Complete a running record: The student reads the unseen text that you have chosen to use. You will learn how to conduct a running record in tutorials and will practice this in the Week 2/3 Tutorial. Give the book to the reader and allow them to look at the pictures and read through the book SILENTLY to themselves before they read it to you. Students then read the book aloud to you and you conduct a running record. Please remember to record this for analysis (on audio tape) for later on. IF the book is too hard and your learner is making a lot of errors then i.e. they cannot read any of the words in the 1st couple of sentences stop them reading and read it to them because it is important not to damage self concept. Choose ANOTHER BOOK the reserve that seems easier. It may take you several attempts with different texts before you find a suitable book to read. IF the book is too easy and your learner has made none or very few errors, choose ANOTHER book for them to read the reserve that is a little harder, because you will not have very much to analyse! You should have the student read the whole book but the Running Record and analysis will be done with between 100-150 words and be NO MORE THAN 150 words even though the book maybe more than 150 words. Start your analysis from the beginning of the book. It is possible that the book may be a little less than 100 words. You are looking to find students INSTRUCTIONAL LEVEL that is where the student makes 1 in 10 mistakes a 90-95% accuracy rate. This is the most appropriate level for students to use to practice their reading not too easy or too hard, finding this level enables us to analyse what the student’s strengths and needs are.
4. Asking comprehension questions about what they have read

After completing the Running Record begin by asking the student to tell the main points of the story. Then ask ask the child at least 3 questions a mixture of literal, inferential and interpretive questions that you prepare. (Don’t forget to record this!) First ask a literal question i.e. a recall question something obvious in the text, then something that is inferred i.e. not actually said but implied, and finally an analysis question that relates this text to their individual experience. These levels of questions will be further discussed in class lecture and tutorials. You will need to make up these 3 questions to accompany all the books you have chosen so you are ready to ask the student these questions at the end of the read aloud.

ANALYSIS
5. Calculate RR errors annotate match strength and need to outcome (EN1.4A) /content descriptors

Finally once all the above data is collected, you need to annotate it and analyse it. Use The Running Record Conventions and include analysis of the student’s use of Meaning, Grammar and Visual (Sound) MSV (will be discussed in lectures and tutorials). Appropriate outcomes and content descriptors that describe learning come from: Board of Studies NSW (2012). NSW Syllabuses for the Australian Curriculum: English K-10. Vol 1 English K-6 retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/ Focus is on reading outcome EN1.4.A identify, one strength and one are of need for this child (phonological, graphological processing) link their identified strength and need to a content descriptor of reading from the outcome EN1.4.A K-6 English syllabus (models for annotation of RR are on VWS)
6. Annotate and analyse comprehension questions

Identify the 3 levels of questions and detail the student’s responses to questions. Identify at least one strength and/or need linked to a relevant K-6 content descriptor.

CASE STUDY NARRATIVE
7. Reflect on reading concepts and processes and data

Use your data and corresponding analysis to write at least 1500 minimum and at least 2000 word (maximum excluding references) summary of your learner’s literacy development, reference your data information in your discussion and what you know about reading theory and the practices and processes of learning to read. Times New Roman, 12 point, double-spaced, references and appendix not included in word count. Include reference to the textbook and K-6 syllabus and at least two other references (course readings or other texts).
8. Identify one short next steps activity

Detail one activity/pedagogical strategy or lesson idea that you as the student’s teacher would implement in your classroom: Specific and explicit lesson idea/strategy/activity that considers the 1 area of need you identified in the running record.

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