Google links for CHCEDS409A - Support students' literacy learning



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Styles of verbal communication may include:	Informal Formal Transactional e.g. greetings, shopping, giving directions/instructions Reading aloud Recounting Reciting Interrogating

Functions of language may include:	Informative: the communication of information Expressive: reports feelings or attitudes of the speaker/writer/ subject to evoke feelings in the listener/reader Directive: language used for the purpose of causing (or preventing) overt actions To establish and maintain relationships To influence

Factors affecting language acquisition may include:	Limited opportunities for practice Health issues Socioeconomic issues Home language other than English Planned or incidental learning opportunities

Use spoken language toeffectively interactmay include:	Use of phrases and jargon that the student uses Using name used by family or friends/peers Using language specific to an area of the student's interest e.g. Football/fashion Suiting language to the student's age and level of comprehension Encouraging participation in group or individual discussions Reading books, telling stories, reciting poems and rhymes out loud Involving students in songs, rhymes, jokes, plays, presentations Informal conversation / chatting Varied intonation (for example different intonation used when asking questions, making statements, giving commands) Clear articulation to support comprehension Appropriate pronunciation The ability to transition between verbal cultural norms Discussing student's selection of materials/photos collected at home Using digital photos to stimulate recall, prediction, discussion, vocabulary about a class activity or excursion

Explicit talk (talking the talk) may include speaking aloud about:	Thinking processes involved in constructing communications ('I' statements) Open-ended questioning about meaning and alternative ways to convey meaning The structure of a sentence The purpose of the language used The effectiveness of language used for the chosen audience Processes used to determine meaning Processes used to work out the spelling of words How a word may be broken into syllables to help with spelling or meaning Relating the new to the known Specific strategies devised for specific purposes in consultation with teacher/s

Scaffold learning involves providing temporary support to students to enable their progress toward independent thinking and learning It may include:	Relating new knowledge to student's current knowledge Breaking new information into smaller chunks Approaching new information in a familiar way or by referring to known information Encouraging students to concentrate on new information Providing achievable challenges Reinforcing attempts to use new information Encouraging repeated use of new information to achieve automaticity

Texts may be drawn from many genres including:	Literary texts - characterised by the aesthetic use of language and the imagination to explore understandings about human experience through real and imagined (including virtual) worlds. Examples of literary texts include: narrative picture books novels/e-books/short stories poems (ballads, lyrics, sonnets) plays/drama song lyrics biographies/ autobiographies feature films Everyday texts - those associated with education, leisure, work, family and daily life: factual texts/reference books/dictionaries DVDs (feature films) web-linked computer games personal email/on-line discussions/SMS messages letters/reports catalogues/advertising signs (street names, directional signs) Mass-media texts - those produced in a variety of paper and electronic media for a mass audience: television programs newspaper stories magazine features radio talkback television news feature films web pages

Strategies for supporting students in the interpretation of texts may include:	Orientation to the text Asking for students' opinions about parts of the text Asking students to compare the text to other texts Asking students to compare the text to their own experiences Encouraging students to analyse and/or criticise the text Encouraging students' consideration of the genre of the text Encouraging students' consideration of the effectiveness of the text's messages Engaging in discussion that summarises or encourages comment about information in the text Utilising Rosenblatt's Five Response Types to encourage deeper understanding of the text's meaning

Encourage students to problem-solveby:	Modelling problem-solving strategies aloud (talking the talk) Accepting and valuing students' attempts to solve problems Encouraging self-help Using open ended questioning Referring to similar problems and how they were solved Encouraging risk-taking Allowing sufficient thinking time (wait time) Not interrupting the child's reading Offering support which provides least support first, and moving to most support only if required

Accurate terminology will depend on the phase of learning being supported and may include selections from this glossary of terms:	Active voice: refers to a verb group where the subject of the clause is the actor or 'do-er' (e.g. 'the child washed the window' as opposed to 'the window was washed by the child' which is in passive voice) Antonym: words that have an opposite or contrasting meaning to a given word (e.g. 'alive' is an antonym of 'dead') Clause: a unit of meaning grouped around a process (verb); the basic building block of language. (e.g. 'I finished my work, even though I was tired'; My boss, who's moving to another department soon, is organising a party') Decoding: processes involved in changing written letters into spoken sounds to arrive at the meaning of the written text - a bit like 'breaking the code' Discourse: a Discourse (upper-case D) is a socially accepted association among ways of using language, of thinking, feeling, believing, valuing and acting that can be used to identify oneself as a member of a socially meaningful group or social network Encoding: process of changing spoken language into symbols of written language (writing) similar to converting spoken language into a code Field: the topic of language in a particular context, realised through processes, participants and circumstances Foreground: make the focus by placing at the beginning of a clause, sentence, paragraph or text continued ...

Glossary (contd):	Genre: any staged, purposeful social activity which is accomplished through language (e.g. making a purchase in a shop, a letter to the editor, meeting procedures) genres which are valued and common in formal schooling contexts include recounts, descriptions, reports, narratives, arguments and discussions texts can be macro-genres; that is, they consist of two or more genres in achieving their overall purpose for example, in writing an argument against the logging of rainforests, the writer might include a report about the trees that grow in rainforests and the animals that need the rainforests to survive Graphophonic code/graphphonics: the set of letters and sounds and rules for using them to convert spoken language into written language the grapho part of the word is derived from the Greek root graphos meaning to write and the phonic part is derived from the Greek root phonos meaning sound Language: language (both oral and written) is a semiotic system that uses words, sentences and paragraphs as its set of signs and codes to convey meaning Literacy: the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken language, print, and multimedia Metalanguage: a language for talking about language, its patterns and conventions Metalinguistic awareness awareness of the form of language rather than its meanings i.e. its patterns, sounds and conventions examples: caterpillar is a long word (even if a caterpillar is a short little creature); want I go (incorrect order) for I want to go. Modality refers to the aspect of speaker/writer judgement or assessment of probability, usuality, obligation and inclination (e.g. 'he might be the one' 'she always wins' 'I always have to help') continued ...
Glossary (contd):	Mode: concerned with the medium and channel of communication broadly speaking, it refers to whether the channel of communication is spoken or written, and is the role that language has in the meaning making Morphemes: the smallest units of meaning in a word examples: sighs (two morphemes sigh + the plural marker s); size (one morpheme); pretty (one morpheme but two syllables) Multiliteracies: literacy educators use the term multiliteracies to focus on the ways in which literacy education will continue to change in order to equip students with the skills necessary to be active and informed citizens in present and future societies, and to address the challenges posed by a changing world Onset-rime: the division of a word into the initial consonant or consonant blend and the following syllables Examples: p-ot (pot): str-ing (string): m-y (my) Passive voice: refers to a verb group where the subject of the clause is the goal or the receiver of the action (the done-to) e.g. 'the car was washed by the child' as opposed to 'the child washed the car' which is active the passive voice is used when the speaker/writer wishes to foreground the goal of the action as in: 'the dried ingredients are added to the mixture' 'the car gets serviced at the garage' 'taxes were raised after the election' Pedagogy: all the various aspects associated with teaching including teaching, assessing and planning Phonemes: the smallest element of sound that allows us to differentiate between words (examples: cat, rat or big, bag) the sounds represented by those letters are phonemes phonemes are the smallest building blocks of our language continued ...
Glossary (contd):	Phonemic awareness: concepts about the structure of words (individual phonemes) Phonics: a term commonly used instead of the term graphophonics the word makes reference to the 'sound' aspect of the word and does not include the 'letter' aspect phonics and graphophonics are used interchangeably Phonological awareness: concepts about the way spoken words sound including an understanding that words can be broken into syllables, an understanding of alliteration, onset and rime, and rhyme Reading: a problem-solving process involving the use of cognitive, cultural and social resources Scaffold: in pedagogy: temporary support given to students to enable their progress toward independent thinking and learning this support may take the form of explanations, examples, pictures or diagrams, with teacher modelling of procedures, responses etc the amount of scaffolding is deliberately reduced as the student progresses Schematic structure: the distinctive way in which a text is structured, having identifiable stages or parts which enable it to achieve its purpose Semantic or semantics: meaning Semantic cueing system: the meaning clues the reader is able to use to decode and to make meaning clues relate to all different kinds of knowledge the reader has and related to the reading Subject-verb agreement: refers to where a plural subject requires a plural finite (verb) form (e.g. 'chairs were ...') or a singular subject requires a singular finite form (e.g. 'a chair was ...') Synonym: a word with a similar meaning to another (e.g. 'youthful' is a synonym of 'young') continued ...
Glossary (contd):	Syntax: word order: the rules that govern the way the words are ordered in sentences Syntactic cueing system: the clues the reader is able to use about possible words because of their knowledge of syntax as they decode and make meaning Teacher talk: the term used to refer to the specific way teachers and support personnel use language to interact with the children for the purpose of supporting their learning Tense: the setting in time of a clause (e.g. the primary tenses are past - 'I went', present - 'I am going', and future 'I will go') Text: most broadly, this term is used to refer to anything which can be read for meaning. A text is a combination of signs selected and organised to convey meaning Theme: refers to what is foregrounded in a clause, which focuses the listener/reader on how the text is unfolding

Strategies to develop students' skills in the use of written language may include:	Helping students to have a go at unknown words Modelling (by an adult) of spelling strategies Scribing for beginning writers Using temporary spelling as a tool for early writing Written conversations String sentences Transformations for supported writing Using a digital camera to support writing

Spelling skills may be enhanced through the development of:	Visual awareness: recognising the shapes and patterns of letters and words Morphemic awareness: recognising patterns of meaning within and between words Graphophonic awareness: recognition of relationships between shapes (letters or groups of letters) and sounds Etymological awareness: recognition of the historical origins of words and their meaning

Plan writing tasks may include:	Deciding on the purpose Determining the audience Deciding what the message is Researching specific information and/or references Structuring the writing to best convey the message to the audience Drafting and editing

Encouraging students to critically reflect on their writing may include:	Questioning: Does it say what you want it to say? Is the message clearly articulated? Is it easy to read? Is the format inviting? Is there any unnecessary material? Is all the necessary information presented? Is there an effective conclusion? Asking students to read their writing aloud Reading parts of the writing aloud to the student to help identify problems Suggesting comparison against exemplar texts

Effectively edit writing may include checking and revising:	The structure of paragraphs The structure of sentences The information contained in the text The flow of the writing References Formatting Spelling Applicable genre structure Language/ tone/ vocabulary suits the audience and the purpose

Learning environments may include:	Classrooms Libraries Laboratories Outdoor areas Community spaces Art areas

Resources may include:	Charts Posters Games Handouts Displays Labels Workbooks Reference materials



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit may be assessed either on the job or off the job through an appropriate workplace simulation Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions over a period of time

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Assessment requires access to a range of opportunities defined in the Range Statement including access to an educational work environment or simulation of realistic work environment to enable candidates to demonstrate their knowledge and skills while working with teachers and students literacy terminology used in the educational organisation

Method of assessment	Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of two or more of case studies demonstration observation questioning oral and written scenarios simulation or role plays workplace projects authenticated evidence from the workplace andor training courses Assessment methods should reflect work demands such as literacy and the needs of particular groups such as people in rural and remote locations people with disabilities people from culturally and linguistically diverse backgrounds Aboriginal and Torres Strait Islander people women young people older people

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CHCEDS409A - Support students' literacy learning

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement