In your essay, you will need to: You must select either a holistic or integrated literacy program (covered inWeek 9) and compare it to a stand alone literacy program (covered inWeek 10). You must...

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In your essay, you will need to:



  1. You must select either a holistic or integrated literacy program (covered inWeek 9) and compare it to a stand alone literacy program (covered inWeek 10). You must include two resources from each program, designed to assess children’s communication skills, particularly oral langauge, reading, writing, grammar skills and phonemic awareness. The example resources that you select can be to support each of the literacy programs.

  2. Review and compare the two literacy programs and resources. Make references to academic and professional sources to support your review and comparisons.

  3. Evaluate reading and writing strategies that are included in each literacy program and resource. Describe their relationship to curriculum for the early primary context. Support your evaluation through the use of examples from the Australian Curriculum and other relevant government planning documents.


Your essay must be properly referenced with in-text citations and a reference list using APA style. Note, this reference list will not be included in the word count. Make sure your responses for both children are presented clearly and justified by making references to published academic and professional sources of information.


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Answered Same DayJan 30, 2021EDU20001

Answer To: In your essay, you will need to: You must select either a holistic or integrated literacy program...

Kuldeep answered on Feb 01 2021
139 Votes


Literacy
Literacy Program
Student Name
University Name
Unit Name
Unit Code
Introduction
The literacy program supports or assists development of early childhood reading skills. Baseline and endpoint reading assessments determine children's reading levels assess their literacy education needs, moreover help schools as well as the Department of Education simply track progress of student. Trainers incorporate five major reading skills into their frequently scheduled curriculum to make sure that children learn to read and maintain motivation in classroom. As the citizens of globally connected community, we utilize literacy daily. We utilize words to celebrate our greatest victory and to explore deepest sorrow. We utilize literacy to find our tribes and discuss different perspectives. Even in extreme divisions, we will use words more than often we do with our fist. Literacy is a framework in which we connect, communicate and extend shared existence. However, nearly one billion of people are not capable to join conversation as they cannot write or read. 750 million matures lack basic writing and reading skills. 224 million adolescents and children do not attend school, as well as one in four children’s in low-incomes countries could not read (Ashton, 2014).
Comparison of integrated literacy program and stand alone literacy program
Stand Alone Literacy Program can be describe as a program that specifically targets English goals (Oakley and Fellowes, 2014). They tend to run daily as a continuous block of time, for example in the famous "literacy block", and much involved in deliberate, clear moreover systematic teaching methods.
On other hand, co
mprehensive literacy program are based on literacy skills (reading, listening, writing, thinking and speaking) that are the “core” of the core of creativity. Each course, project, seminar, consultation and presentation reflects our philosophy and enthusiasm for building an effective, inspirational communicator community. We are proud and humble of our relationships with us - we have relationships with trusted globally renowned literacy leader, for example national writing projects and collaborative classroom centres, or state-of-art intervention program like Mindplay, Inc. .S
The integrated curriculum refers to the “Children's Learning Program, which includes combination of more than two curriculum areas; in literacy, learning takes place within the learning area and across the learning area” (Oakley and Fellowes, 2014).
The integrated curriculums allow children to learn in holistic manner, independent of the constraints normally imposed by the subject boundary. In the Early Childhood Education Program, it focuses on the inter-linkages of all curriculum areas and helps children obtain basic learning tool. It recognize that primary school curriculum includes listening, reading, speaking, writing, literature, and social studies, drama, mathematics, health, science, sports, visual arts and music. The course also includes the investigation technology and process. It emphasizes the significance of maintaining partnership with families; understanding children moreover how they learn; furthermore building on community as well as cultural backgrounds (Azer, 2010). The integrated teaching plus learning process enables children to obtain and use the basic skills in every content area and develop a positive attitude to continue successful learning all though the primary school stage. Integration recognizes as well as builds on relationships that exist between all things. The integrated curriculum means learning across the traditional topic areas furthermore learning experiences were mutually reinforcing. Integrated curriculums approach increases the child's capability to transfer learning to some other settings. Studies have also shown that integrated learning methods are compatible to brain. Brain learns most suitable in the real life, immersive multipath learning is fragmented, and fragmented presentation can kill the happiness and learning love forever. The new connections the brain establishes the greater chance of making sophisticated inferences. The integration curriculum also reflects practices that are suitable for development. The curriculum or program is integrated with the intention that the child's learning is primarily carried out through projects, themes that reflect the child's interests and recommendations (Gullo, 2013). Themes and Projects are valuable teaching tools for simply accommodating all the learners in a classroom ad teaching skills as required completing the project.
On the other hand, stand-alone literacy programs are currently at odds with industry-related plans in which literacy is entrenched as well as hidden in an assessment process, moreover it is unclear how independent or embedded literacy is associated with other literacy recognized general skills. Efforts need to be made to better understand the current forms and success rates offered by literacy compared to the apparent level of literacy demand. The best document plan is through the certification courses offered by the Vocational Education and Training Department, while the courses offered by Australia through an informal non-certification course are not recorded. Additionally, effectiveness of the literacy teaching integrated into vocational education and training skills courses has not yet been measured (Hoyte, 2017).
Difference between Integrated and stand alone literacy program
Stand-alone program such as reading recovery involve a series of short-term one-on-one courses for a period of 30 minutes, and with specially trained teachers. Stand-alone program is diverse for each child, starting with what the children knows as well as what they needs to adapt or learn next. Focus of every lesson is completely to understand the information in reading moreover to construct information in writing to learn how to utilize letters and word details easily without losing interest in meaning and understanding.
The curriculum design plus teaching methods of the integrated curriculum have always been new. Literacy is the core of teaching practice also is taught on a daily basis. The course is interdisciplinary and rigorous and involves not only the basic skills of writing and reading, for example word recognition, handwriting, and spelling however also a language processes, knowledge, and skills essential for understanding and writing in each and every area. The course is consistent with the standard, while paying attention to repair, content and adaptation. This definition involves allow learning in all areas to take place together instead of separately. Then, a comprehensive definition discusses “children's learning, which combines two and more course areas, learning within the learning field and across the learning areas (Kessinger, 2013).
The synthesis is to talk about more than two course areas, such as English and science, and talk about developing children's academics and connecting them. Supports a comprehensive approach to acquiring literacy skills fixed in the VET qualifications. An integrated Literacy program is based on the above basic principles, with more than a decade of good experience testing these concepts, through extensive literature review and discussion with the experts in same field. The Integrated Literacy programs include non-negotiable teaching core components as well as related subcomponents that are proven to successfully improve the results of the technical READEAR for K-3 students (Kessinger, 2013). The integrated approach to integrated literacy programs provides standards-compliant literacy teaching that is thorough in nature, focused on differentiation and effective. The teaching major components of an Integrated Literacy Program are considered “non-negotiable,” which means to completely experience the advantages and benefits of a model, all the components require to be fidelity (as expected). Since the teaching core components look broad, it is necessary to further describe the "look and feel" of the teaching core components in practice (McKenna & Fitzpatrick, 2004). Therefore, every core component simply has subcomponents that might then be operationally described as operations that are observable and measurable in both school as well as classroom environments. Integrated Literacy Program is the wide-ranging model that productively translates progressive research into how students are proficient in the literacy moreover how to easily prepare educators for successful courses. The interdisciplinary plan of an integrated literacy curriculum addresses the basic skills of writing and reading, such as spelling, word recognition, and handwriting, and develops a language processes plus skills necessary for understanding and writing in different areas. From the outset, an Integrated Literacy Program is designed to support schools build a sustainable program that continues to support educators so every student with abilities can take benefit from future generations (Roderick, 2013).
Stand-alone program is the school-based, temporary intervention designed program for the children aged 5 or 6 who have the lowest literacy rate after the first year of the school. For example, after studying for one year at school, children who are not able to read the simplest books and write their individual names are suitable for referrals to the recovery plan. This plan involves a 30-minute intensive discussion course per day, conducted by trained literacy teachers for a period of 12 to 20 weeks.
New Zealand educator Marie Clay developed an independent project in the 1970s. After a lengthy observation of early readers, Clay defined reading as a message acquisition, problem-solving action, as well as writing message delivery and problem-solving activities. Clay believes that both the activities involve linking invisible spoken patterns to visible symbols. Stand alone is the application of the overall language teaching principles, designed to meet the requirements of the struggling readers.
Community services provided by Australia through casual non-certification courses are not documented. Best documentation program is an accredited independent course offered all the way through a Vocational Education and Training department. However, Australian seems to place more emphasis on literacy into vocational education and training skills programmes than most countries, and its effectiveness has not yet been measured. Financial support is a problem for all countries, however recently numerous governments have turned to higher levels of savings (Scheffel, 2016). The best documentation procedure is provided by a registered training institution within VET department. These courses include stand-alone courses, are accredited by the Australian Quality Learning and Training Framework Standard, and are awarded a large number of adult literacy and English as a second language plus basic education certificate. On the other hand, the preferred method is an integrated delivery, incorporating literacy as well as language skills into the skills listed in the training package within an Australian Qualifications Framework. Even though, there are less cross-industry perspectives on the scope, scope and requirements of literacy and English language skills for place of work performance and place of work learning. The present report, a sophisticated evaluation of the training packages may have an impact on the future delivery as well as provide the ability to measure the effectiveness of an integrated literacy.
Qualification providers need to be inspected to ensure compliance. The Guide (Ministry of Education plus Employment [United Kingdom], 2002) covers key skills in communication plus application of the numbers, whether provided as a separate clause, as part of a vocational or discrete course, and whether it is delivered on a full-time basis, part-time and through the Self-study and information or data communication technology. Within Australia, there are still a variety of certificates that provide stand-alone literacy, and English as a second language moreover basic education curriculum for learners who never completed secondary education, they are in a National Database (Ashton, 2014). A professional status of the Australian adult literacy personnel is colour by a changing nature of a task because it shifts from an independent educational focus practice to an industry training package. The provision of independent language, numeracy and literacy is currently on a side of a formal system, not related to the industry-related certificates or recognized general skills, for example key competencies. The future initial teaching training as well as professional development and progress will require to cover an ever-expanding teaching methods required by a system; specifically for stand-alone moreover integrated offerings and in the proposed the partnership is effectual within the scope of the expansion (McKenna & Fitzpatrick, 2004).
When schools districts seriously improve literacy rates, when they are prepared to passively accept literacy programs, they will encourage them repeatedly, attracting students to become real enduring writers and readers, when they are ready to develop university writing. Essential thinking habits for success:
• Curiosity - I am eager to learn more about world.
• Open - willing to consider innovative ways of being along with thinking about the world.
• Participation - Investment awareness and participation in learning.
• Creativity - Capability to generate, investigate and express ideas using new methods.
When they are ready to retain and attract the most energetic, effective, and promising teachers, they will turn to the creative core when they are prepared to stand out for the students in addition to be known as a community, state plus national education excellence model. Custom designed powerful, cost-efficient remote literacy building solutions (McKenna & Fitzpatrick, 2004).
References
Ashton, J. (2014). J. Fellowes and G. Oakley, Language, Literacy and Early Childhood Education. Journal Of Early Childhood Literacy, 13(1), 131-137. doi: 10.1177/1468798412458485
Azer, S. (2010). Learning surface anatomy: Which learning approach is effective in an integrated PBL curriculum?. Medical Teacher, 33(1), 78-80. doi: 10.3109/0142159x.2011.530704
Bb Collaborate. (2019). Retrieved from https://au-lti.bbcollab.com/collab/ui/session/playback/load/94164dafd0914f0ca7c9298d80c06d26
Gullo, D. (2013). Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making. Early Childhood Education Journal, 41(6), 413-421. doi: 10.1007/s10643-013-0581-x
Hoyte, F. (2017). Ewing R, Callow J and Rushton K, Language and literacy development in early childhood. Journal Of Early Childhood Literacy, 18(1), 154-158. doi: 10.1177/1468798417713437
Kessinger, P. (2013). Integrated instruction framework for information literacy. Journal Of Information Literacy, 7(2). doi: 10.11645/7.2.1807
Kessinger, P. (2013). Integrated instruction framework for information literacy. Journal Of Information Literacy, 7(2). doi: 10.11645/7.2.1807
McKenna, R., & Fitzpatrick, L. (2004). Building sustainable adult literacy provision A review of international trends in adult literacy policy and programs. Retrieved from https://files.eric.ed.gov/fulltext/ED493937.pdf
Roderick, R. (2013). Constructing Adult Literacies at a Local Literacy Tutor-Training Program. Community Literacy Journal, 7(2), 53-75. doi: 10.1353/clj.2013.0010
Scheffel, T. (2016). Becoming Literacy Leaders: Teacher Candidates Initiate a Community-Based Literacy Program. Language And Literacy, 18(1), 130. doi: 10.20360/g2t592
Stand-alone program
The assessment of the K-3 Comprehensive Reading Program must assess the extent to which the core content and instructional design are based on science.
Studies have shown that independent programs can achieve good results quickly and lastingly.
The independent curriculum is considered by the European Literacy Policy Network (ELINET), the Institute for Effective Education (IEE) and the Work Information Exchange as an example of good practice in literacy education.
An integrated program includes:
Develop your child's attitudes, skills and knowledge to help them build experience in curriculum links
Activities that provide a variety of abilities
Initiatives and mentoring by teachers and activities initiated and directed by children
Venn diagram
Whole class, group and personal experience
Opportunities for critical and creative thinking
Provide additional guidance for students who perform below grade
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