Assessment Task Two
Multiliterate Learners in Early Years and School Environments
1 Engagement with a literacy teaching program 2000 words 50
2 Engagement with a literacy learner 2000 words 50
Specifications for all Assignments:
Appropriate presentation is good manners and a sign of respect for your reader. Before you submit a written assignment, please make sure that you:
o Include a title page at the front of the assignment – it should include your name, student ID number, assignment title, unit code
o Use at least 12-point font in your submission and that your assignment has at least 1.5 spaces between each line.
o The preferred referencing style in this course is APA7th
https://www.deakin.edu.au/__data/assets/pdf_file/0009/2236752/Deakin-guide-to-APA7.pdf. Australian Harvard is also commonly used at Deakin and is acceptable. Please ensure that the style you choose is used consistently throughout your assignment and indicate on the assignment coversheet which referencing style you are using
o Place a Reference List at the end of your assignment to acknowledge all the materials you have drawn information from
o Include an Appendices at the back of the assignment, directly following the reference list, when including other resources.
Use a spelling and grammar checker to check your assignment, please remember that even then little errors can slip through so please also read through your assignment before submitting.
o Save file into a compatible file format (.doc / .docx / .pdf)
o Check file size (max 20MB)
o Ensure the entire assignment is submitted through Turnitin.
o Ensure that your assignment is within 1800 – 2200 words. Word count starts at the heading of the first criterion to the full stop of Criterion Four.
o Penalties apply for not following this format.
There is a high expectation that you will read for comprehension and write for clarity of meaning. Please gather the ideas from your text and/or readings, reflect on and then use them to support your ideas. Write clearly and simply. Use subheadings where appropriate.
Support your understanding and ideas with the Hill (2021) or (2012), the suggested readings, and cloud materials is the best way to succeed in this unit.
Assignment 2: Early Years Learner Profile (50%)
Due date: Value: 50% (2000 words)
This assessment asks you engage directly with an early year’s learner; a year-two, 7-year-old girl named Lyla. Audio visual files and samples of her work are provided in Cloud Deakin. You will be given time and support during seminars (Week 6 and 11) and on Cloud Deakin to undertake the tasks required. The aim of this assignment is to become familiar with assessment tools, the English Curriculum and how to achieve/maintain high, achievable expectations of all students when compiling a student profile.
The aim of this assessment is to investigate an individual student’s:
1. Funds of knowledge
2. Reading skills
3. Writing skills
4. Stages of literacy development
There are five (5) sets of data collection required for this assignment.
All data sets should be included in the appendices.
Part One: Data Collection
Investigating Funds of Knowledge
a. General Information:
You will be required to record the child’s funds of knowledge using information supplied by the child’s mother.
b. Reading Interview
Record the child’s answers to the reading survey
(Hill 2021:454-454) or (Hill 2012:430-431)
c. Writing Interview
Record the child’s answers on the provided document.
Adapted from Fountas & Pinnell (2001)
Record the child’s answers to the writing interview (adapted from Fountas & Pinnell, 2001). These videos/documents are available on Cloud Deakin in the Assessment folder.
Conduct running records on the child to assess the level of difficulty of the text (accuracy rate), number of self-corrections, and use of Meaning, Syntactic and/or Visual cues when reading (reading behaviours).
Record your observations in relation to the child’s ability to recall the main points of the texts read independently. Record the child’s answers to the questions that follow. Note whether these questions invite ‘literal, interpretive and/or inferential comprehension answers. (Some texts will refer to this as literal, inferential and evaluative, you can use either but must be consistent.) Note whether Lyla provides answers that make use of literal, interpretive or inferential understandings of the text.
Watch the audio-visual recording of the writing process. Note any observations.
Use one or both writing assessment sheets
(Hill 2021:342, 344) or (Hill:2012: 323,326) to analyse the writing sample.
Part 2: Written report – Early Years Learner Profile
Use the data you collected in Part One to write a report on the child’s knowledge and abilities. Include the following:
Criterion One: Out of School Profile (approximately 500 words):
(a) Using your readings, briefly explain the concept of ‘funds of knowledge’ and ‘virtual school-bags’ and discuss their implications for you as a teacher
(b) Describe the child’s background, interests and strengths (Funds of Knowledge/the contents of her ‘virtual schoolbag’), critically analysing the data you collected (data set #1) in light of your reading about the concepts of ‘funds of knowledge’ and ‘virtual schoolbags’. Make sure that you make clear links between your data and what is suggested in the readings.
Criterion Two: Reading Profile Analysis (approximately 600 words):
(c) Briefly discuss the child’s level of comprehension and the strategies used to answer the comprehension questions for the fiction and non-fiction texts including strengths and areas of need. Refer specifically to whether the child was more or less skilled in answering literal, interpretive and/or inferential questions. Use specific examples from your data. If the questions asked could not help you to determine the child’s level of skill at answering one of these question types, suggest questions/prompts associated with the text/s read that you could have asked to determine the child’s level of skill. You may refer to Fellowes and Oakley (2020) and/or Winch et al. (2020) texts found in the reading list.
(d) Briefly discuss the child’s use of Meaning, Syntactic and Visual cues when making errors/self-correcting. Consider patterns of behaviour that you have noticed. Use specific examples from your running record.
(e) Consider whether the child is stronger in some of the above-named skills than in others, relating this back to your coursework/literature.
Criterion Three: Writing Profile Analysis (approximately 400 words):
(f) Briefly discuss the child’s writing, the writing process (including planning/revision) and illustration, including strengths and areas of need. (Hill 2021:342, 344) or (Hill:2012: 323,326)
Use specific examples from your data and analyse her writing using information you have learnt from your readings/coursework.
Criterion Four: Mapping against the Curriculum: Stages of Literacy Development (approximately 500 words):
From the knowledge you have gathered from these assessments, suggest which Victorian Curriculum: English level the child might be operating at in relation to reading and writing.
The Victorian Curriculum: English site can be accessed at
Criterion Five: Assignment Presentation
Please refer to the Specifications for all Assignments on the second page of this document.
Assign 2: Criteria Excellent Very Good Good Satisfactory Unsatisfactory
Demonstrated deep Very good understanding of the
Good understanding of the concepts of funds of knowledge and the virtual schoolbag, used to inform the description of a child’s out-of-school profile.
Evidence of engagement with readings and data in appendices.
Satisfactory understanding of the concepts of funds of knowledge and the virtual schoolbag. Some description of a child’s out-of- school profile is provided. Some engagement with readings and data in appendices is evident.
Limited understanding of the concepts of funds of knowledge and/or the virtual schoolbag.
Brief to no description of a child’s out-of-school profile is provided. Little to no engagement with readings and/or data is evident.
understanding of the concepts of concepts of funds of knowledge
1. Description and funds of knowledge and the and the virtual schoolbag, used
analysis of a child’s virtual schoolbag, used to inform to inform the synthesis and
‘out-of-school’ profile the synthesis and description of a description of a child’s out-of-
20% score child’s out-of-school profile. school profile. Evidence of
Evidence of engagement with engagement with readings and
readings and data in appendices. data in appendices.
Excellent use of data in
Very good use of data in
Good use of data in appendices Satisfactory use of data in appendices and literature to analyse a child’s reading skills, including some use of moderation notes, some reference to M, S, V cues and
Unsatisfactory, or little to no use of data and/or links to literature to analyse a child’s reading skills.
2. Description and appendices and literature to appendices and literature to and literature to analyse a child’s
analysis of a child’s analyse a child’s reading skills, analyse a child’s reading skills, reading skills, including use of
reading profile including use of moderation including use of moderation moderation notes, reference to
30% score notes, reference to M, S, V cues notes, reference to M, S, V cues M, S, V cues and
and comprehension. and comprehension. comprehension.
3. Description and analysis of a child’s writing profile
20% score Excellent use of data in appendices and literature to analyse a child’s writing skills, including use of moderation
notes. Very good use of data in appendices and literature to analyse a child’s writing skills, including use of moderation
Good use of data in appendices and literature to analyse a child’s writing skills, including use of moderation notes.
Satisfactory use of data in appendices and literature to analyse a child’s writing skills.
Unsatisfactory, or little to no use of data and/or links to literature to analyse a child’s writing skills.
Excellent understanding of a Very good understanding of a
Satisfactory understanding of a child’s skills, mapped against the English Curriculum for Reading and Writing.
4. Mapping a child’s child’s skills, strengths and areas child’s skills, strengths and areas Good understanding of a child’s Unsatisfactory, little or limited
profile against English: for further development, including for further development, including skills, strengths and areas for understanding of a child’s skills,
Victorian Curriculum areas of unequal development, areas of unequal development, further development, mapped mapped against the English
Achievement Standards. mapped against the English mapped against the English against the English Curriculum Curriculum for Reading and
20% score Curriculum for Reading and Curriculum for Reading and for Reading and Writing. Writing.
Correct referencing, spelling and Correct referencing, spelling and Good referencing, spelling and
Unsatisfactory referencing, spelling and/or grammar. Communication style is unsatisfactory.
5. Assignment grammar. Clear, concise grammar. Mostly clear, concise grammar. Mostly clear, concise Satisfactory referencing, spelling
Presentation communication; including communication; including communication; including and grammar. Satisfactory
10% score headings, paragraphing and headings, paragraphing and headings, paragraphing and communication style.
appendices. appendices. appendices.
Total score HD – 80% and over Distinction – 70 –79% Credit – 60 –69% Pass – 50 –59% Fail – Below 50%