EDU20001: Developing Literacy Assignment 1A Folio Part A Analysis
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This report, submitted as part of the EDU20001 Developing Literacy course, analyzes two student writing samples, Harper and Madison, to identify areas of need in their writing development. The report highlights Harper's spelling and sentence structure errors, and Madison's issues with narrative flow and idea arrangement. It then proposes and compares teaching strategies, including Guided Writing for Harper and Independent Writing for Madison. The report details the benefits and limitations of each strategy, and includes specific lesson plans utilizing tools like Boggle and Mind-mapping software to support and extend the students' writing skills. The analysis is supported by references to relevant academic sources.
ID No: 100169260 EDU20001 Developing Literacy
EDU20001:
Developing Literacy Assignment 1A: Folio Part A
Name: Janelle Hogan
Student ID No: 100169260
EDU20001:
Developing Literacy Assignment 1A: Folio Part A
Name: Janelle Hogan
Student ID No: 100169260
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ID No: 100169260 EDU20001 Developing Literacy
Table of Contents
Section 1 3
Area of need for Harper’s writing development 3
Teaching strategy to support Harper’s writing development 3
Lesson to support and extend Harper’s writing development 3
Area of need for Madison’s writing development 4
Teaching strategy to support Madison’s writing development 5
Lesson to support and extend Madison’s writing development 5
Section 2 6
Comparison of teaching strategies 6
Benefits and limitations of each teaching strategy 7
References 9
Table of Contents
Section 1 3
Area of need for Harper’s writing development 3
Teaching strategy to support Harper’s writing development 3
Lesson to support and extend Harper’s writing development 3
Area of need for Madison’s writing development 4
Teaching strategy to support Madison’s writing development 5
Lesson to support and extend Madison’s writing development 5
Section 2 6
Comparison of teaching strategies 6
Benefits and limitations of each teaching strategy 7
References 9
ID No: 100169260 EDU20001 Developing Literacy
Section 1
Area of need for Harper's writing development
In the narrative, Harper repeatedly made spelling mistakes on words like "fownd" to mean
found. Also, Harper missed out the spelling of the word found by writing it as 'fownd", hence
repeatedly making out spelling mistakes. Besides that, Harper missed out the spelling of the
words very and comfortable hence writing them as" fery and coftbel" (AITSL, 2016). In
Harper's narrative, there is a significant error in sentence structuring .the author has
repeatedly made this error by writing sentences with subject-verb arrangement errors. It is
evident as the author's sentences fail to use subject and verbs that agree with one another.
An example of this is when Harper says "they were only going there on holiday". Harper
would have said he was only going there on holiday. The author’s narrative has some issues
with sentence fragments (ACARA, 2017). An example of this is the sentence "Harper fownd
it fery coftbel in it". The sentence sounds incomplete by lacking one independent clause.
Besides that, Harper says "that the monster fell". The sentence is fragmented lacking the
meaning which the author wished to bring about. Harper's narrative is very shallow with
fewer ideas as compared to Madison, which is comprehensive and with a full range of ideas.
Teaching strategy to support Harper's writing development
The narrative of Harper suggests that he is not a confident speller. Lack of the required
confidence while developing a text has led to him making many simple spelling mistakes.
The teaching strategy that would be most appropriate to support Harper's writing
development is the strategy of the Guided Writing. This strategy can be implemented
appropriately when the teacher meets the students with similar spelling problems as a group.
To effectively apply this strategy, the teacher is required to engage the students hence
discovering the best approach in dealing with specific a student. By doing so, the students
will be able to open up on their content of interest. There also needs to be a discussion of the
best behaviour in writing. It may include a think-around or an activity that will assist the
student in engaging this strategy in their writing. The teacher also needs to offer the student's
time to write on their own but offer immediate guidance to this writing activity (World
Literacy Foundation, 2017).
Lesson to support and extend Harper's writing development
Section 1
Area of need for Harper's writing development
In the narrative, Harper repeatedly made spelling mistakes on words like "fownd" to mean
found. Also, Harper missed out the spelling of the word found by writing it as 'fownd", hence
repeatedly making out spelling mistakes. Besides that, Harper missed out the spelling of the
words very and comfortable hence writing them as" fery and coftbel" (AITSL, 2016). In
Harper's narrative, there is a significant error in sentence structuring .the author has
repeatedly made this error by writing sentences with subject-verb arrangement errors. It is
evident as the author's sentences fail to use subject and verbs that agree with one another.
An example of this is when Harper says "they were only going there on holiday". Harper
would have said he was only going there on holiday. The author’s narrative has some issues
with sentence fragments (ACARA, 2017). An example of this is the sentence "Harper fownd
it fery coftbel in it". The sentence sounds incomplete by lacking one independent clause.
Besides that, Harper says "that the monster fell". The sentence is fragmented lacking the
meaning which the author wished to bring about. Harper's narrative is very shallow with
fewer ideas as compared to Madison, which is comprehensive and with a full range of ideas.
Teaching strategy to support Harper's writing development
The narrative of Harper suggests that he is not a confident speller. Lack of the required
confidence while developing a text has led to him making many simple spelling mistakes.
The teaching strategy that would be most appropriate to support Harper's writing
development is the strategy of the Guided Writing. This strategy can be implemented
appropriately when the teacher meets the students with similar spelling problems as a group.
To effectively apply this strategy, the teacher is required to engage the students hence
discovering the best approach in dealing with specific a student. By doing so, the students
will be able to open up on their content of interest. There also needs to be a discussion of the
best behaviour in writing. It may include a think-around or an activity that will assist the
student in engaging this strategy in their writing. The teacher also needs to offer the student's
time to write on their own but offer immediate guidance to this writing activity (World
Literacy Foundation, 2017).
Lesson to support and extend Harper's writing development
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With Boggle, Harper would be able to create as many words as possible from the words in
the Boggle board that will ultimately help him to develop on his spelling. The game will
support Harper to correct his spelling mistakes by offering him many spelling tasks which he
is required to develop within 20 minutes. These spelling tasks can range from 20 to 40 words
which require to be developed within the 20 minutes (AITSL, 2013). The tool has an
additional feature which assists learners to know if he has made correct spelling. By the use
of the tool, Harper can recognise common spelling patterns and also discover incorrect
spelling patterns (Rodger, 2013). The many tasks developed will offer the learner an
opportunity to develop his spelling and vocabulary skills. This is the best opportunity that the
students can develop to make sure that they understand how to write the correct spelling of
many words. The tool will act as the practice guidance for the students on how they should
write various words correctly without typos and sentence structures (Rodger, 2013). ICT also
supports a virtual Boggle board game for the students with which the learning patterns can be
apprehended.
Area of need for Madison's writing development
The annotated writing sample of Madison shows a student requiring attention in some parts
of the writing that needs to be developed in the future (ACARAeduau, 2014). An example of
where Madison lack structural configuration is the point where he talks of her mum throwing
away the magic beans. At this point, Madison could have explained the reason behind her
mother throwing away the beans and sending him to his room. Besides that, the opening of
the story lacks flow where the author talks of "early the next morning'. At the very beginning,
Madison had not talked of the previous day activity hence he didn't have to say of the next
morning rather he would have searched for a better way to develop flow in his narrative
(TheALNF, 2016). Besides, those Madison ideas seem to contradict hence hindering the flow
of the essay. An example of this is when she talked of her mother being "a poor mom" but
contradicts this by saying that "they owned an old cow which gave them some precious
money". The arrangement of these two ideas in the essay shows Madison lacks some skills in
planning out the events in her essay. Lastly, Madison talks of smelling the blood of an
Englishman, later on, the man went to sleep. The use of statement portrays Madison poor
arrangement of ideas in his essay since he never saw the man, and who minutes later went to
sleep.
A teaching strategy to support Madison's writing development
With Boggle, Harper would be able to create as many words as possible from the words in
the Boggle board that will ultimately help him to develop on his spelling. The game will
support Harper to correct his spelling mistakes by offering him many spelling tasks which he
is required to develop within 20 minutes. These spelling tasks can range from 20 to 40 words
which require to be developed within the 20 minutes (AITSL, 2013). The tool has an
additional feature which assists learners to know if he has made correct spelling. By the use
of the tool, Harper can recognise common spelling patterns and also discover incorrect
spelling patterns (Rodger, 2013). The many tasks developed will offer the learner an
opportunity to develop his spelling and vocabulary skills. This is the best opportunity that the
students can develop to make sure that they understand how to write the correct spelling of
many words. The tool will act as the practice guidance for the students on how they should
write various words correctly without typos and sentence structures (Rodger, 2013). ICT also
supports a virtual Boggle board game for the students with which the learning patterns can be
apprehended.
Area of need for Madison's writing development
The annotated writing sample of Madison shows a student requiring attention in some parts
of the writing that needs to be developed in the future (ACARAeduau, 2014). An example of
where Madison lack structural configuration is the point where he talks of her mum throwing
away the magic beans. At this point, Madison could have explained the reason behind her
mother throwing away the beans and sending him to his room. Besides that, the opening of
the story lacks flow where the author talks of "early the next morning'. At the very beginning,
Madison had not talked of the previous day activity hence he didn't have to say of the next
morning rather he would have searched for a better way to develop flow in his narrative
(TheALNF, 2016). Besides, those Madison ideas seem to contradict hence hindering the flow
of the essay. An example of this is when she talked of her mother being "a poor mom" but
contradicts this by saying that "they owned an old cow which gave them some precious
money". The arrangement of these two ideas in the essay shows Madison lacks some skills in
planning out the events in her essay. Lastly, Madison talks of smelling the blood of an
Englishman, later on, the man went to sleep. The use of statement portrays Madison poor
arrangement of ideas in his essay since he never saw the man, and who minutes later went to
sleep.
A teaching strategy to support Madison's writing development
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ID No: 100169260 EDU20001 Developing Literacy
From the narrative of Madison, her writing structure shows common mistakes in her
sentence construction. In addition, the components of the narrative writing were not up to her
level of standard (Opie, 2015). The fragments of the narrative writing were not appropriately
arranged as well. It tells that Madison needs special care in this area. The teaching strategy
that will be appropriate for Madison is the strategy of Independent writing. With the help of
this strategy, Madison will be able to get guidance on the designing and composition on the
writing. Independent writing duly delivers the platform for the students, where they receive
the freedom to enhance their skills.
Lesson to support and extend Madison's writing development
Independent writing allows the student to write by herself hence only dwelling on the text
which they are familiar. This writing strategy will assist in developing internal motivation;
hence Madison can apply it in idea development. The purpose of introducing this lesson to
Madison is to assist him in idea development as well as arrangement. For flew to exist in his
narrative, Madison needs to learn these lessons since they will help assist him in arranging
the sequence of events in his essay. An example of ICT software that could be of great help
to Madison is the Mind –mapping tool. With the use of this tool, Madison can be able to
develop ideas in a visual format hence eliminating anxieties of event sequencing (Department
of Education, Western Australia, 2018).
Section 2
This section talks about the comparison of the teaching strategies along with the benefits and
the limitations.
Comparison of teaching strategies
The two strategies that have been selected in relevance to Harper's narrative writing and
Madison's narrative writing is the guided writing strategy and the Independent writing
strategy, respectively (Martella & Marchand-Martella, 2015). The tools employed in the
guided writing strategy are different from those used in independent writing strategy. In
guided writing strategy, the teacher support has to be incorporated fully.
In contrast, in independent writing, the learners' effort to use the idea development tools
determines the effectiveness of the strategy. The other difference is independent writing
mostly focuses on more compound issues of planning and many skills of writing. On the
other hand, Guided writing strategy mainly focuses on forms of writing or the writing part of
From the narrative of Madison, her writing structure shows common mistakes in her
sentence construction. In addition, the components of the narrative writing were not up to her
level of standard (Opie, 2015). The fragments of the narrative writing were not appropriately
arranged as well. It tells that Madison needs special care in this area. The teaching strategy
that will be appropriate for Madison is the strategy of Independent writing. With the help of
this strategy, Madison will be able to get guidance on the designing and composition on the
writing. Independent writing duly delivers the platform for the students, where they receive
the freedom to enhance their skills.
Lesson to support and extend Madison's writing development
Independent writing allows the student to write by herself hence only dwelling on the text
which they are familiar. This writing strategy will assist in developing internal motivation;
hence Madison can apply it in idea development. The purpose of introducing this lesson to
Madison is to assist him in idea development as well as arrangement. For flew to exist in his
narrative, Madison needs to learn these lessons since they will help assist him in arranging
the sequence of events in his essay. An example of ICT software that could be of great help
to Madison is the Mind –mapping tool. With the use of this tool, Madison can be able to
develop ideas in a visual format hence eliminating anxieties of event sequencing (Department
of Education, Western Australia, 2018).
Section 2
This section talks about the comparison of the teaching strategies along with the benefits and
the limitations.
Comparison of teaching strategies
The two strategies that have been selected in relevance to Harper's narrative writing and
Madison's narrative writing is the guided writing strategy and the Independent writing
strategy, respectively (Martella & Marchand-Martella, 2015). The tools employed in the
guided writing strategy are different from those used in independent writing strategy. In
guided writing strategy, the teacher support has to be incorporated fully.
In contrast, in independent writing, the learners' effort to use the idea development tools
determines the effectiveness of the strategy. The other difference is independent writing
mostly focuses on more compound issues of planning and many skills of writing. On the
other hand, Guided writing strategy mainly focuses on forms of writing or the writing part of
ID No: 100169260 EDU20001 Developing Literacy
writing. This is one of the strategy and tool that gives the guidance of the learners on how to
perform their writing practices. It provides the background information that need to be
followed as guidance of the learners towards achieving their writing strategies.
Benefits and limitations of each teaching strategy
The limitations of the guided writing strategy are that the guidance is provided in groups or
small sections of the students for which the extra care proves to be insufficient. The main
reason behind this is because there is minimal individual attention between the teacher and
the students. It is due to the group approach method used while implementing this strategy to
improve students learning. The limitation is caused by the minimal interaction between the
teacher and the student. Once the teacher student interaction is limited, the teacher will not be
able to identify some of the challenges faced by the inidividual students (Louden, 2014).
Some of the benefits include being one of the best strategies the teacher can ever use
especially when teaching the learners on matters concerning the spell and how to avoid typos
in writing. The independent writing would focus on the individual student and therefore the
teacher would be able to know the exact issues related to one student. This strategy is good
especially when making comparisons between the students and their capacity of getting
understanding the writing lessons. The assessment of one student in comparison with another
would be easily done by the use of this method. And there this is one of the major benefiting
concerning the strategy that the teacher would undergo when teaching the learners on writing
aspects.
writing. This is one of the strategy and tool that gives the guidance of the learners on how to
perform their writing practices. It provides the background information that need to be
followed as guidance of the learners towards achieving their writing strategies.
Benefits and limitations of each teaching strategy
The limitations of the guided writing strategy are that the guidance is provided in groups or
small sections of the students for which the extra care proves to be insufficient. The main
reason behind this is because there is minimal individual attention between the teacher and
the students. It is due to the group approach method used while implementing this strategy to
improve students learning. The limitation is caused by the minimal interaction between the
teacher and the student. Once the teacher student interaction is limited, the teacher will not be
able to identify some of the challenges faced by the inidividual students (Louden, 2014).
Some of the benefits include being one of the best strategies the teacher can ever use
especially when teaching the learners on matters concerning the spell and how to avoid typos
in writing. The independent writing would focus on the individual student and therefore the
teacher would be able to know the exact issues related to one student. This strategy is good
especially when making comparisons between the students and their capacity of getting
understanding the writing lessons. The assessment of one student in comparison with another
would be easily done by the use of this method. And there this is one of the major benefiting
concerning the strategy that the teacher would undergo when teaching the learners on writing
aspects.
⊘ This is a preview!⊘
Do you want full access?
Subscribe today to unlock all pages.
Trusted by 1+ million students worldwide
ID No: 100169260 EDU20001 Developing Literacy
References
ACARA. (2017). Australian Curriculum: F-10 curriculum: English work sample portfolios
v.8.3. Retrieved from
https://www.australiancurriculum.edu.au/media/3481/year_1_english_portfolio_satisf
actory.pdf.
ACARA. (2017). Implications for teaching, assessing and reporting. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/implications-for-
teachingassessing-and-reporting/.
ACARAeduau. (2014, 9 November). Year 4 Science - An integrated approach - Students with
Disability [video file]. Retrieved from https://www.youtube.com/watch?
v=T8phNRZgNqc
AITSL. (2013). English: Rationale: Introduction to English [video file]. Retrieved from
http://www.australiancurriculum.edu.au/english/rationale.
AITSL. (2014). Australian Professional Standards for Teachers.
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.
AITSL. (2016, 17 April). Engaging with technology [video file]. Retrieved from
https://www.youtube.com/watch?v=oUOMoG5Zfe0.
AITSL. (2016, 19 April). The gingerbread man [video file]. Retrieved from
https://youtu.be/Loox4mbF8ys.
Department of Education, Western Australia. (2018). First Steps Literacy. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/.
Louden, B. (2014). Direct Instruction and the teaching of reading. The conversation.
Retrieved from https://theconversation.com/direct-instruction-and-theteaching-of-
reading-29157.
Martella, R. C., & Marchand-Martella, N. (2015). Improving classroom behavior through
effective instruction: An illustrative program example using SRA FLEX literacy.
Education & Treatment of Children, 38(2), 241-271. Retrieved from https://search-
proquestcom.ezproxy.lib.swin.edu.au/docview/1687611469?accountid=14205.
References
ACARA. (2017). Australian Curriculum: F-10 curriculum: English work sample portfolios
v.8.3. Retrieved from
https://www.australiancurriculum.edu.au/media/3481/year_1_english_portfolio_satisf
actory.pdf.
ACARA. (2017). Implications for teaching, assessing and reporting. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/implications-for-
teachingassessing-and-reporting/.
ACARAeduau. (2014, 9 November). Year 4 Science - An integrated approach - Students with
Disability [video file]. Retrieved from https://www.youtube.com/watch?
v=T8phNRZgNqc
AITSL. (2013). English: Rationale: Introduction to English [video file]. Retrieved from
http://www.australiancurriculum.edu.au/english/rationale.
AITSL. (2014). Australian Professional Standards for Teachers.
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.
AITSL. (2016, 17 April). Engaging with technology [video file]. Retrieved from
https://www.youtube.com/watch?v=oUOMoG5Zfe0.
AITSL. (2016, 19 April). The gingerbread man [video file]. Retrieved from
https://youtu.be/Loox4mbF8ys.
Department of Education, Western Australia. (2018). First Steps Literacy. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/.
Louden, B. (2014). Direct Instruction and the teaching of reading. The conversation.
Retrieved from https://theconversation.com/direct-instruction-and-theteaching-of-
reading-29157.
Martella, R. C., & Marchand-Martella, N. (2015). Improving classroom behavior through
effective instruction: An illustrative program example using SRA FLEX literacy.
Education & Treatment of Children, 38(2), 241-271. Retrieved from https://search-
proquestcom.ezproxy.lib.swin.edu.au/docview/1687611469?accountid=14205.
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ID No: 100169260 EDU20001 Developing Literacy
Opie, R. (2015). Controversial literacy program SSP tried by Adelaide Hills primary school,
amid dyslexia group concerns. ABC News. Retrieved from
http://www.abc.net.au/news/2015-09-20/mylor-primary-school-adelaide-to-
introducessp-literacy-program/6773892.
Opie, R. (2015). Controversial literacy program SSP tried by Adelaide Hills primary school,
amid dyslexia group concerns. ABC News. Retrieved from
http://www.abc.net.au/news/2015-09-20/mylor-primary-school-adelaide-to-
introducessp-literacy-program/6773892.
Rodger, R. (2013). Planning an Appropriate Curriculum in the Early Years: A guide for early
years practitioners and leaders, students and parents: Routledge.
TheALNF. (2016, 15 March). The ALNF's Early Language & Literacy Program - Kempsey
Region NSW [video file]. Retrieved from https://www.youtube.com/watch?
v=KB7LBkB7VxU
World Literacy Foundation. (2017). 1 out of 5 people in the world cannot read or write.
Retrieved from https://worldliteracyfoundation.org/.
Opie, R. (2015). Controversial literacy program SSP tried by Adelaide Hills primary school,
amid dyslexia group concerns. ABC News. Retrieved from
http://www.abc.net.au/news/2015-09-20/mylor-primary-school-adelaide-to-
introducessp-literacy-program/6773892.
Opie, R. (2015). Controversial literacy program SSP tried by Adelaide Hills primary school,
amid dyslexia group concerns. ABC News. Retrieved from
http://www.abc.net.au/news/2015-09-20/mylor-primary-school-adelaide-to-
introducessp-literacy-program/6773892.
Rodger, R. (2013). Planning an Appropriate Curriculum in the Early Years: A guide for early
years practitioners and leaders, students and parents: Routledge.
TheALNF. (2016, 15 March). The ALNF's Early Language & Literacy Program - Kempsey
Region NSW [video file]. Retrieved from https://www.youtube.com/watch?
v=KB7LBkB7VxU
World Literacy Foundation. (2017). 1 out of 5 people in the world cannot read or write.
Retrieved from https://worldliteracyfoundation.org/.
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