Literacy in context
NOTE: This assignment has two parts.
Part 1: Student work sample analysis
1. Analyse ONE text (work sample) written (or read) by a student studying in your subject area.
2. Identify the student?s literacy learning needs using evidence from the work sample.
3. Design two strategies to support the student?s literacy development in this subject area.
Task description (Part 1)
i) Provide a very brief profile of the student who wrote the work sample (e.g. age, year, gender, background, school history etc).
ii) Analyse the work sample in terms of:
the degree to which the text displays the student?s knowledge of the field
the choice of text type
Has the student chosen the type of text demanded by the context?
the stages of the text
Has the student structured the text so it achieves the social purpose effectively?
the language features of the text (cohesion and grammar)
Has the student used the key language features of the text effectively?
the surface features of the text (spelling, punctuation, layout, presentation)
Has the student proofread and presented the text effectively?
iii) Identify the student?s literacy learning needs as demonstrated by this work sample, including needs related to:
field knowledge e.g. use of technical/specialist terms, symbols and categories
knowledge of the types of texts used to display knowledge in your subject area e.g. knowledge of stages typically used to ensure these texts achieve their social purpose effectively
knowledge of the language features of relevant text types e.g. features related to text cohesion, paragraph structure, grammar (sentence and clause structure, verb groups, noun groups and phrases), spelling and punctuation
iv) Identify two literacy teaching strategies that could be used to contribute to this student's literacy development in the context of your subject area.
Part 2: Literacy teaching sequence
1. Provide an outline of a unit of work in your teaching area.
2. Prepare a literacy teaching sequence relevant to the unit of work.
Task description (Part 2)
Provide a very brief outline, or overview, of a unit of work in your teaching area.
Design a literacy teaching sequence you could incorporate into this unit of work in order to support students of a profile the same as, or similar to, the student whose text (work sample) you analysed in Part 1.
Your teaching sequence should:
support students as they learn to read and/or write a specified text type relevant to your subject area
demonstrate your knowledge of the literacy development cycle presented in this unit
incorporate well-designed literacy teaching activities, including activities that put into action the two literacy teaching strategies identified in Part 1.
Assignment 2 - Locating a work sample
In order to complete Assignment 2 you will need to collect a student work sample.
Begin this task now by looking for:
? texts students are expected to read and understand in your subject area (i.e.
examples of the reading demands of your subject area)
? texts written by students in response to learning or assessment tasks in your
subject area (i.e. examples of the writing demands of your subject area)
Share with other students working in your subject area how you plan to collect these
texts. There are several ways to collect work samples, including:
? from a teaching context where you are working or doing a practicum
? by making contact with a school or TAFE in your area, perhaps a school where
you might work or do your practicum in the future, or a school your children
? asking around among school and TAFE teachers and/or students in your circle of
family and friends
? using work samples posted on websites by departments of education or
curriculum authorities such as the NSW Board of Studies.
You may find other sources as well. There are some links highlighted in the Study
If you choose a sample text students are expected to read and understand in your
subject area, ensure the text is no more than one page in length. Also ensure that
the text achieves one, or at the most, two social purposes. Here are some examples:
? describes a phenomenon (e.g. an artwork, sporting equipment, a geological
formation, a geometry shape, a setting or character in a novel or play)
? instructs students on the steps they should follow to achieve a goal (e.g. the
steps needed to complete science experiment, play a sport, prepare a surface for
an artwork, tune a musical instrument, complete a maths problem)
? retells or chronicles events (e.g. an excursion diary, a biography, an historical
account, solution to a maths problem, what happened during a science
experiment, a synopsis of a novel or play)
? explains a process (e.g. water cycle, lifecycle of an animal, consequences of the
? Vietnam war, how a cake rises, inflation)EDEE#400#Literacies#in#Context#2#Assignment#1&2#?#Important#Information
? organises information (e.g. types of mammals, types of quadrilaterals, parts of
an internal combustion engine
If you choose a sample text a student has written in your subject area, again ensure
the text is no more than one page in length. Also ensure that the text achieves one,
or at the most, two social purposes (see above).
If you choose a text from the Assessment Resource centre, make sure that choose a
sample which will show some literacy areas of need. Choose those samples which
are in the bottom range.
Before you use student work, please follow all the appropriate protocols to do with
privacy and permission. For example, you might need to:
? clarify that you have the student's and the school's permission
? remove any identifying information (names, name of school etc)
? ensure a website you take a sample from is open to the public
? reference the source accurately (see the relevant ASO fact sheets for how to
The best work sample to choose is one where a student has read or written a piece
of extended text - at least a paragraph in length, but no more than one page long for
practical reasons. This gives you an opportunity to assess all levels of the students'
literacy skill - text level, sentence level, word level and surface level (spelling,
punctuation, handwriting/typing, presentation). If you use work samples that only
include isolated words, sentence fragments or single sentences (e.g. filling in
missing words on worksheets), then it will be much harder for you to display what
you know and to achieve the Assignment 2 marking criteria.
You will need to include a copy of the work sample with your assignment so the
marker is able to assess your analysis. For this reason, choose a work sample that is
not more than about a page long because you must incorporate a scanned copy of
the work sample text into your assignment pdf.
If you have not yet completed a practicum, in order to locate a work sample, you may
need to contact students who are studying your subject area and/or with teachers
teaching this subject.
There are many ways of doing this. Here are just three examples:
? working as a volunteer in a school, a home work centre, after school program
? providing individual tuition e.g. private tuition, tuition with organisations such as
the Smith Family or Bernardo's
? talking with young people in your circle of family and friends about their studies
? joining a relevant professional association (as a student member) and attending
? training and information sessions given by that association e.g. ALEA, PETAA,
? History/English/Mathematics (etc) Teachers Association
The task of finding a work sample is part of the assignment. The task of locating a
work sample is a research task that contributes to your achievement of the unit
If you are not able to make the time to build your own contacts in your local
community, there are literally dozens of work samples in the NSW Board of Studies
ARC website: http://arc.boardofstudies.nsw.edu.au/. Work samples can also be
found on the Australian Curriculum website:
There may also be work samples on the web sites of other curriculum and
assessment authorities in Australia. For example, there are student work samples on
the Victorian Curriculum and Assessment Authority website.
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