Written assignment

Part A – CHCEDS002
Task 1

1.    Jargon or professional language is the name for words or terms that are used by people who work in an environment or occupation. They know what they mean and understand what they are for but others such as parents may not. E.g. - phonics or fine motor skills.\Create a list of at least five (5) words or terms that were used within the school and classroom that could be termed as ‘Jargon’. Tell us how the words were used, what they mean and if this was a new term that you may not have used or heard before.

2. During work placement for Cluster 6, complete the following table (or you may create your own) to demonstrate your involvement in the preparation and implementation of classroom programs and lesson plans on at least three (3) occasions:

Scenario

The Year 4 students are using digital personal scales and digital kitchen scales.

Each group of six students has 20 items that must be weighed, recorded and then graphed. The students must decide which measurement device to use and must also comment on which device they consider to be most accurate. The students are given a worksheet which shows: each item to be weighed, a space to record the weight and answer various questions.

The teacher has deliberately included items that are too large for either set of scales. The students will be challenged to problem-solve a solution.

To begin, the students are asked to make a prediction about the comparative weight of each object by placing the objects in a line from lightest to heaviest.

The role of the Education Support Worker is to:

·Check students’ understanding of the task by clarifying the instructions.

·Use open-ended questions to prompt thinking/problem-solving.

· Ask questions about which set of scales should be used and why.

·Check that students read and accurately record the correct weight.

·Facilitate a discussion around how to measure the larger objects.

 Questions

 List the mathematical concepts that the students will apply to this lesson.

 b)  Before weighing the objects, the students are required to predict the comparative weight of the objects by placing the objects in a line from lightest to heaviest. The group must reach a consensus. Suggest two (2) questions you could ask students to assist them with this task.

c)  Once the objects have been weighed, the students are required to answer a series of questions that require them to make calculations and compare weights. Suggest two (2) questions that could be asked.

d)The students are required to weigh three objects that are too large for either scale. The solution is for one student to weigh him/herself and then weigh self, holding the object and subtract the difference. How might you get the students to come up with this solution?

 Scenario, continued…

The Education Support Worker notices that Lily appeared rather vague and did not contribute to the activities or discussion unless prompted to do so. The Education Support Worker wrote:‘Lily (9yrs) was an observer rather than a participant in this activity. Lily simply followed the lead of other students. When asked to sort the objects from lightest to heaviest, Lily appeared to make random selections. When questioned, Lily was not able to tell me why she thought one object might be heavier/lighter than another object. Lily did not participate in brainstorming sessions. Lily was able to read aloud the digital numbers on each scale but did not use the terms kilograms or grams. Lily appeared not to understand that the scales were measuring weight. Lilly tends to respond better in a one-to-one situation as she has difficulty working in large groups and can find it difficult to understand new concepts.’

 e) Suggest a one-to-one activity that could be implemented with Lily to assist her to explore the concept of weight. The activity should also be used to assess Lily’s knowledge of measurement.

Task 2

1.Read the scenario below and answer the related questions.

Scenario 1

Kai (8 ½ years) is busy using a large sheet of paper to draw a map of his route from home to school. Kai has included major landmarks such as the local school, post office, newsagent and fast food outlets.

a) Suggest a question that you could ask Kai to encourage him to make comparisons of distance between various points.

 Scenario 2

Max (12 years) is an extremely active student who enjoys a wide range of sports. He likes to test his skills by setting himself challenges. He has told the Education Support Worker that he is trying different routes to school to see which is the quickest. He is going to time how long each route takes if he walks and how long each route takes if he rides his bike.

b)Suggest a question you could ask Max to encourage him to think about how he will record and compare the data he collects.

Scenario 3

Maha (12 years) is a committed environmentalist. She is involved with a local Landcare group and helps out in the community garden. Maha tells the Education Support Worker that the community group is holding a vegetable stall as a fundraiser for the group. The money will be used for a new garden shed.

c) uggest how this task could be turned into a maths project for Maha.

Scenario 4

Year 2 students are working in small groups on number problems. The students have been asked to measure the length of various items using a standard 30cm ruler.Connie, one of the students, notices that the ruler is actually longer than 30cm because of the margin at each end of the ruler. “We can’t just add ruler lengths because the ruler is more than 30cm long, so our answer will be wrong.”

d)Suggest what question you could ask Connie (and the group) to help them think of a way to address this problem.

2.When working in the classroom, you may need to assist students with mathematical concepts that you are not familiar with or have not had to use for a long time. To refresh your memory, provide an explanation for each of the following concepts:

  One-to-one correspondence

b)    Sorting and classification

c)    Matching

d)    Ordering

e)    Temporal ordering

f)     Rote counting

g)    Ordinal number

h) Counting sets

i)   Cardinal number

j)   Rounding whole numbers

k)Counting on

l)Counting back

m)The principle of commutativity as it applies to addition and multiplication

n)   Understanding complements to 10

Part C – CHCEDS005

Task 1

1.Suggest the best order for children to be introduced to letters and letter sounds.

2.Provide a recording of yourself saying the sound for each letter in the alphabet as you would when supporting children who are learning to use letter sounds.

The recording must be provided digitally, or on CD or USB. You may use any digital recording device (i.e. a smart phone).The easiest way to submit this part of the assignment is to upload your recording onto YouTube and attach the link within your written assignment before submitting it for marking via the OLS.If sending your recording on a CD or USB, you will need to submit it by post together with your completed written assignment (instructions on how to submit assignments by post are provided in the Assessment tab on the OLS).Please check your recording before submitting it for marking – if the teacher is unable to hear the audio, it will be returned to you and you will need to make alternative arrangements.

3. Reading and literacy:

a)    Explain the difference between the terms ‘reading’ and ‘literacy’.

 Describe the two basic processes involved in reading.

c)List the integrated sub-skills involved in the process of reading.

4.Applying knowledge:

 a)Read the story below written by Zara (6yrs), who recounted her weekend family outing. Comment on the literacy skills demonstrated by Zara. That is, what she knows about sentence structure, punctuation, grammar, spelling and the art of storytelling. List the words that Zara could add to her personal dictionary.

 c) Describe the likely knowledge that Zara used in her spelling of ‘path’, ‘through’ and ‘before’.

5.Supporting struggling readers:

List at least three (3) strategies you, as an education support worker, would provide in oral language, reading and writing support to students.

6.The mechanics of writing

 a)Read the case study below and suggested two (2) strategies that could be used to assist the student with writing:

Case study: Dysgraphia

Logan (11yrs) has dysgraphia. His writing is barely legible – he typically combines upper and lower case in a single word as well as print and cursive styles. Logan has difficulty spacing each word and often complains of cramps in his hand and fingers after only a few minutes of writing.

b) Read the case study below, then visit the SensoryTools.net Australia website (http://shopau.sensorytools.net/as_fidget-tools). Access the collection of ‘Fidget Tools’ and select two (2) tools that you could recommend to the class teacher for Leah. Give a reason for your choice of tools.

Case study: Leah

Leah (8yrs) finds it difficult to focus on her writing. She is easily distracted and is constantly moving – tapping, rocking, swinging or shaking her leg. She is always chewing on her hair, her pen or her collar. When writing, Leah moves around in her chair – kneeling, sitting with her feet tucked underneath her or swinging one leg. As a result, she has poor fluency, with her writing appearing messy and difficult to read. The classroom teacher asks you to recommend some ‘fidget toys’ that could be used to assist Leah.

7.Writing facts

 List the main purposes of writing.

   Explain the concept of process writing

c) Steps in Process Writing:

i)Planning and drafting – making notes of ideas and writing a draft.

ii)Revising or editing – changing the sentence structure, rearranging the order of sentences or layout.

iii)Conferencing with others – this develops the skill of critical reflection.

iv)  Proofreading – checking spelling, punctuation, vocabulary and grammar.

v) Publishing – presenting the text in its final version for the intended audience.

Assume you are working with a group of four Year 3 students. You are required to support the students as they work on a process writing task. The students have been asked to write a narrative with the opening line ‘My dream holiday…Use the ‘Steps in Process Writing’ above to explain how you would guide the students through the writing process.Explain the purpose of introducing student to different writing genres.Using the table below, give a brief description of each writing genre:

 f) Using the table below, identify the genre required for each writing task:

 8Using the table below, identify the subject and predicate in each sentence: