Child Comprehension - Reading Behaviours - Management Assignment Help

Assignment Task :

Section 1: Introduction 
Delete highlighted instructions before submitting Include the child’s:
Pseudonym (for confidentiality)

• Age  school year level
• Brief description of family (number of parents & siblings, siblings’ ages)
• Gender (You can use the pronoun he or she in your report.)
• Any other information directly relevant to the assessment e.g. language background

Section 2: Funds of knowledge
Delete highlighted instructions before submitting Use interviews and survey data conducted with the child AND parents/siblings/teacher
Describe the child’s background experiences, interests and strengths.
Analyse the data and make links with the relevant course readings: Critically analyse the data you collected in light of your reading about the concepts of “funds of knowledge”. Make links between your data and what is suggested in the readings. Make particular reference to Fellowes & Oakley (2020, pp. 8 and/or 573-574); Moll et al. (1992), and other readings.
In your analysis, make links between the interviews and surveys. (e.g. Does the child mention something the parent also mentions? Do the interviews give contradictory
information? What knowledge outside of literacy is the child familiar with?) When it comes to reading and writing, analyse whether there are funds of knowledge that the child may have limited knowledge of e.g. does the child have broad experience in relation tomany text types, the authorial and the secretarial? Comment on how the data collected here might help a teacher support the child’s literacy learning

Section 3: Reading abilities
3.1 Reading behaviours
Delete highlighted instructions before submitting Discuss the reading behaviours you noted using the Guide for Observing and Noting Reading Behaviours” (Fountas & Pinnell, 2009, pp.334-335).
Use specific examples of the child’s reading behaviours that you noted down in your
appendices/notes, making specific reference to attendance to Meaning, Syntax and
Visual/Graphophonic cues and their self-monitoring skills. Use literature to define the
terms/discuss implications.
*Consider the reading behaviours which were most notable for the child observed, taking the child’s year level and the text that was read into account. Use the course textbook to support your discussion. You may also refer to other course
readings and wider reading.

3.2 Reading comprehension
Delete highlighted instructions before submitting Discuss the child’s comprehension, considering the three levels of comprehension questions. Consider strengths and areas of need. Use specific examples of the child’s responses as listed in your appendices. Use the course textbook to support your discussion. You may also refer to other course readings and wider reading.

3.3 Reading levels

• Delete highlighted instructions before submitting
• Discuss the child’s reading ability with reference to the Victorian Curriculum
• Achievement Standards for English. Use specific examples of what the child said/did
• from the data you collected and noted in your appendices to support your assessment.
• Discuss possible evidence of unequal development e.g. decoding skills might be at a
• different level of the curriculum than comprehension.
•  

Section 4: Learning goals 

• Delete highlighted instructions before submitting
• Identify two specific areas of need or interest for the child and give a specific learning
• goal related to this for each one. Make sure that the goals are measurable. (i.e. Make
• sure that you could assess the child’s learning towards this goal in some way.)
• Explain why you have chosen these goals. What evidence do you have that these learning
• goals are appropriate for the child? Refer to the data you collected and literature
• (including the Victorian Curriculum).

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