WEEK 6 BLOG: LITERACY DEVELOPMENT THROUGH HASS

                                 





Literacy in the Australian Curriculum, Assessment and Reporting Authority (ACARA) (2018) is described as the involvement of students reading, writing, and speaking within a diverse range of contexts for multiple different purposes. It is evident that there are strong connections between HASS and Literacy within the Australian Curriculum as Literacy is implemented within HASS understanding  (ACARA, 2018). The Literacy is also identified as a general capability, as it is imperative in becoming a successful learner (MCEETYA, 2008).

In Civics and Citizenship Education, students learn to understand and use language to explore, analyse, discuss and communicate information, concepts and ideas (ACARA, 2012).

Literacy includes two overarching processes: comprehending texts through listening, reading and viewing and secondly is composting texts through speaking, writing and creating (ACARA, 2018). In our Year 3/4 classroom, students understand the concept of comprehending texts as they either read with someone guiding or are read to by an educator to enhance their comprehension skills (Lenz, 2018). Our students also have the chance to learn how to compose a range of texts by presenting their new understanding from texts they have read.  
  

How are students developing Literacy skills through HASS in our classroom? 

The year 3/4 students in our class have the opportunity to learn how to find key information, read texts and are able to create their own text to be able to deliver an understanding within our unit of History. To engage students throughout this unit, the picture book “A Day’s Work”, by Eve Bunting will be presented and read to before students begin their work on what life was like for people who were affected by poverty.
Attached below is a screening of the book:



 Once the students have read the book, they will individually write an imaginative text about how they would have been feeling if they were Francisco. Within their writing, the students would need to include the a set of questions by the teacher. 
·
·        The questions would address the four roles of critical literacy development as it promotes students literacy skills. The Four Roles of Critical Literacy Model by Freebody and Luke (1990) are:

·      Code Breaker Questions: decoding and encoding the codes, symbols, and conventions of written, spoken, visual and multimodal texts in response to contextual factors.
·      Text Participant: comprehending and composing or making meaning from written, spoken, visual and multimodal texts.
·      Text User: understanding the purpose of different written, spoken, visual texts and using them in a range of different ways.
·      Text Analyst: understanding that written, spoken, visual and multimodal texts represent points of view.

(Ludwig, 2017).

I will diagnose student levels of understanding and skills in order to scaffold the learning process of this task step by step (Gilbert & Hoepper, 2014). 

How can you help?

 As parents and carers, it is significant to ensure that there are discussions abut literacy skills within your home to encourage and promote your child’s learning further. It is important for parents and carers to read to their children or allow your child to read to you to further develop their literacy skills out of school. Marsh, Clark & Pittaway (2014) write that the closer the parent is to the education of the child, the greater the impact on child development and education achievement.

 References:

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy: learning continuum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian Curriculum, Assessment and Reporting Authority. (2012). The shape of the Australian Curriculum: civics and citizenship. Retrieved from http://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum__Civics_and_Citizenship_251012.pdf

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: history, geography, economics & citizenships in the Australian curriculum. (5th ed.). Melbourne: Cengage learning.


Lenz, K. (2018). Reading comprehension. The University of Kansas. Retrieved from http://www.specialconnections.ku.edu/?q=instruction/reading_comprehension

Ludwig, C. (2003). Making sense of literacy. Newsletter of the Australian literacy educators' association. Retrieved from https://www.alea.edu.au/documents/item/53

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest: Pearson Australia.

Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne declaration on educational goals for young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educat ional_goals_for_young_australians.pdf


Sara Salyer. (2016, September 25). A day's work- 3rd grade central message/theme [Video file]. Retrieved from https://www.youtube.com/watch?v=M1a3bRWr92c

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