澳洲assignment代写:儿童阅读和写作技能早期教育

目的是让您收集信息，以证明您有能力识别、评估和交流关于在早期教育（从出生到8岁）中发展识字能力的有效教学策略的想法。阅读和写作技能的发展是早期初等教育（基础到二年级）的一个重要方面，它使儿童在以后的几年中获得成功。因此，阅读和写作教学在扫盲教育中起着至关重要的作用。本对开本将让你通过对与阅读发展相关的一系列情景的反应，展示你对培养一系列阅读和写作技能的教学策略的理解，以及你将这些策略付诸行动的能力。此外，本对开本将让您展示您对旨在评估儿童沟通技能的扫盲计划的理解，特别是口语、阅读、写作、语法技能和音素意识。

您需要对以下场景做出响应。莱利和米娅是一年级的学生，他们被要求阅读和理解同一篇课文。以下是文字节选：一个炎热的晴天，袋熊和针鼹去了海边。袋熊躺在沙滩上晒太阳。但恩西德娜感到无聊和不安。“如果我们有船的话，”针鼹说，“我们就可以出海去探险了。我们可以成为探险家！“针鼹一直在寻找冒险。袋熊不高兴，所以当一只小船朝他们漂过来时袋熊不高兴。但这让针鼹振作起来。“今天一定是我们的幸运日，”他说。“来吧，袋熊。”“我从来没坐过船，”袋熊说。两个朋友爬了进去，针鼹使劲划桨。

您需要对以下场景做出响应。在先前学习叙述和课堂讨论故事结构之后，学生被要求自己写一个故事。他们讨论中的想法和词汇可以在教室的墙上找到，学生也可以阅读和评论他们搭档的作品。盆景树的概念源于对来自世界各地的不寻常植物的成对讨论，以及如何使它们做戏剧性的事情。以下是两名二年级学生的成绩单，哈珀和麦迪逊的书面叙述。以下是哈珀的书面叙述：很久以前，一个叫哈珀的男孩他将在那里呆两周。他们有责任在冬日去那里。他总是想在他们看到森林的路上看到盆景。他们上了一列子弹头列车。然后他们下了火车，就到森林里去了。哈珀喜欢养盆景。哈珀养了一所老房子。他决定住在里面。哈珀把它养大，费里在里面。突然哈珀看到一个巨大可怕的盆景怪物。盆景怪兽在追哈珀。哈珀吓坏了，他不知道该怎么办。哈珀跑步时发现一棵树，就把它砍倒了。

澳洲assignment代写:儿童阅读和写作技能早期教育

The purpose of this folio assessment is for you to gather information to demonstrate your ability to identify, evaluate and communicate ideas about effective teaching strategies for developing literacy within early years education (from birth to 8 years of age). The development of reading and writing skills is an essential aspect of early primary education (Foundation to Year 2) that sets up children for success in subsequent years. Therefore, the teaching of reading and writing is an essential role in relation to literacy education. This folio will allow you to demonstrate your understanding of teaching strategies for developing a range of reading and writing skills, as well as your ability to put these strategies into action, by responding to a range of scenarios related to reading development. In addition, this folio will allow you to demonstrate your understanding of literacy programs that are designed to assess children’s communication skills, particularly oral language, reading, writing, grammar skills and phonemic awareness. 

You are required to respond to the following scenarios. Riley and Mia are Year 1 students who were presented with the same text extract to read and comprehend. The following is the text excerpt: One hot sunny day, Wombat and Echidna went to the seaside. Wombat lay on the sand, sunbathing. But Enchidna was bored and restless.  “If we had a boat,” said Echidna, “we could sail away to sea and have an adventure. We could be explorers!” Echidna was always looking for adventure. Wombat wasn’t. So Wombat was not very happy when a little boat came drifting towards them. But it cheered Echidna up. “This must be our lucky day,” he said. “Come on, Wombat.” “I’ve never been in a boat,” said Wombat. The two friends climbed in and Echidna pulled hard on the oars. 

You are required to respond to the following scenarios. Following prior learning about recounts, and class discussion of story structure, students were asked to write a story of their own. Ideas and vocabulary from their discussions were available on the classroom wall and students also read and commented on their partner’s work. The idea of the bonsai tree derived from paired discussion about unusual plants from around the world and how to make them do dramatic things. Below are transcripts of two students in year 2, Harper and Madison’s, written narratives. The following is Harper’s written narrative: A long time ago a boy called Harper he will stay the for 2 weekes weeks. They were onuy gowing there on hollday. he always wanted to see a bonsai On the way they saw a forest. They went on a bullet train. Then when they got off the train they went in the forest. Harper fond fownd a bonsai. Harper fownd a old house. he decided to live in it. Harper fownd it fery coftbel in it. Sudenly Harper saw that a big huge scary bonsai monster. The bonsai monster was chasing Harper. Harper was scard he diden’t know what to do. When Harper was running he found a tree he cut it down.