Language and Literacy the early years

• Select two texts from the list of authors provided, or one read in

Story time in EDKL200, and complete a ‘Text Difficulty Analysis

Table’ for each (i.e., two separate tables)

• Analyse your selected texts using the elements in the ‘Text

Difficulty Analysis Table’ (adapted from Pinnell & Fountas, 2006)

for each text (i.e., 2 separate tables, one for each text)

• Justify the appropriateness of the resource for Early Stage 1 or

Stage 1. Comment on how the resources will connect with the

intended audience. Support your justification with scholarly and

policy literature. Write this section in paragraphs after the two

tables.

2. Literacy learning experiences – a focus on writing/text production

Develop 3 x 1 hour literacy lessons with a focus on children

writing/producing text.

• Each 1 hour experience should have a clear writing/text production

focus, use either or both of the selected texts, and be structured as

follows: Modelled/shared reading, then Modelled/shared writing,

then Independent writing

• Include a purpose statement (one sentence for all three lessons) that

outlines the purpose of your lessons and how the three are

connected

• Connect directly to the NSW English Syllabus and show a logical

sequence of learning

• Identify how the texts would be used for teaching writing/text

production including some planned questions/prompts

• Each 1 hour experience should have a clear writing/text production

focus, use either or both of the selected texts, and be structured as

follows: Modelled/shared reading, then Modelled/shared writing,

then Independent writing

• Include a purpose statement (one sentence for all three lessons) that

outlines the purpose of your lessons and how the three are

connected

• Connect directly to the NSW English Syllabus and show a logical

sequence of learning

• Identify how the texts would be used for teaching writing/text

production including some planned questions/prompts

• Connect directly to the NSW English Syllabus and show a logical

sequence of learning

• Identify how the texts would be used for teaching writing/text

production including some planned questions/prompts