CHCEDS020 Support students’ literacy learning

CHCEDS020 Support students’ literacy learning
3. ASSESSMENT
Instructions: All assessment items should be typed and proof read for correct spelling and
grammar. To achieve high quality responses, you may need to conduct additional research
such as: internet searches, library research, consultation with colleagues or industry experts,
etc. To avoid plagiarism, provide responses in your own words or provide references when
copying information directly from another source.
ASSESSMENT TOOL 1
Assessment Activities
You are required to read the student resource listed below as part of your learning for this
unit. Once you have read the workbook complete the exercises listed in the table below. The
activities listed are required to be submitted for assessment.
Online Students: Please log into your student portal and click on assessment tool 1 to enter or
upload your responses to these questions.
Correspondence Students: Please ensure all assessments are typed and clearly numbered and
labelled.
Course
:
Certificate IV in Education Support
Learner Resource Details Number
CHCEDS020 Support students’ literacy learning Activities 1-15
Guidance note: Responses should demonstrate your understanding of the readings.
Responses should be in your own words. Generally, responses should be 2 – 3 sentences. Dot
points may suffice for some questions.
Activity 1
Write a conversation you might have with a student. Write in an informal style of verbal
communication. Rewrite the transcript so that you use a formal style of verbal
communication.
In this, the conversation is based on the handful hand and initiate the conversation with good
manner which create positive effect on student. The informal communication is defined as the

CHCEDS020 Support students’ literacy learning
work which is based on any type of communication which does not take place using the
formal method or the structure based on company.
Conservation with student
Informal communication
Have you seen my book? I am not remembering where I put them?
Which book and which one?
The book, that is my favourite, the story book.
Oh, is this it?
No, I think that I left in my chair?
Ok, wait, I will check.
You got?
Yes, I found it
Formal communication
Is the class tomorrow?
Yes.
What topic should we read?
Physical education
Okay!!!
Activity 2
Provide three examples of each of the different functions of language that you might use in
interactions with students. (Use examples other than those provided in the text).
Informative: In this, the major of interaction with student is based on sharing of information
which is associated with student.

CHCEDS020 Support students’ literacy learning
Expressive: The expressive behaviour is defined as the term which is used for the interaction
by using face expression, hand expression and other for making proper communication. In
this, the expression is usually providing an aspect which is based on student in order to share
the thought with the help of expression.
Directive language: The directive language usually carries helpful for the student to
understand because it contains verbal and nonverbal communication. A person uses his
language to various purpose which include express his feeling and used to ask for the help
and make them apologise.
Activity 3
Choose a child you work with or a child you know, such as a niece or nephew, or a friend’s
child. Monitor the child’s understanding and use of language through observation, listening
and conversation. Record your observations. What did you learn about the child’s spoken
language skills?
Child is making their understanding which is based on various pattern. The selected child for
the observation is 8-year-old. He is usually observed the thing with the help of
communication. In this, the verbal communication is more effective for the children make a
clear understanding. As per this, the child use expression and other form of communication
which help to provide quality of communication to others. Overall, he used to listen the
conversation is well manner that produce the sense of active listener. With this contrast, the
observation is recorded which help to elaborate about the child behaviour which indicate that
he is active listener and used to communicate with people in the effective way.

CHCEDS020 Support students’ literacy learning
Activity 4
Socio-economic status has been identified as a factor affecting language acquisition. What do
you think you could do to help students from lower socio-economic backgrounds acquire
language?
It is also identified that the socio economic factor usually affect the language of student due
to their background issue. There are some of the aspect which is helpful to develop language
regards that require respect the student and offer the student flexibility variety and choice. In
this, make proper expectation and clear aspect by using the accessible language. Whereas,
they make available and approachable which help to guide about the student learning.
Activity 5
Write a conversation that you might have with an eight-year-old student who is very
interested in animals. Use language appropriate to the student’s age, abilities, interests and
needs that ensures effective interaction.
The eight-year-old student may be helpful to make communication with the polite way by
using the language that is responsive when the communication is being taken on their
interest. The children are interest for the animals in which for conducting proper interaction
the question and other information related with animals is discussed. The children show their
interest and now the active communication and interaction is being taken.
Conversation
Are you interest in pets?
Yes
Which pet you like most?
A puppy with a puffy hair.
O wow means you like cute pets?
Yes
Activity 6
1. You need to explain to students the steps and how to plan writing a speech. Your
response must explicitly talk about language.