Google links for CHCEDS503A - Support the development of literacy skills



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place students in a literacy program literacy terminology used in the education environment

Method of assessment	Assessment may include observation questioning and evidence gathered from a workplace environment

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Opportunities to listen to language may include:	Stories Language games Music Dramatic play Film, video, television Everyday conversations Discussions Transactions (greetings, directions, instructions)

Resources and strategies to support language skills may include:	Materials that stimulate verbal response Materials that extend understanding of vocabulary Pictures, posters and displays Books Magazines, newspaper, comic books Bilingual charts, books Interesting objects, spoken word tapes Songs Assisting with preparation of class work for students Providing technology support Provide planned level of support for tasks with the student Checking students comprehension Assist student to work at their optimal pace Repeat and/or clarify directions for students if needed Provide a summary of the lesson Provide basic instructions to the student Assist students to find appropriate research sources Support students in preparation of oral tasks Set up and prepare for practical tasks/activities Explaining school/class notices

Communication methods may include:	Verbal and written communication: phrases and jargon used by the student naming used by family or friends language suitable for the students age and level of competence informal conversations intonation language appropriate for communicating with people with learning needs and/or specific disabilities Non-verbal communication: working at the same level as the student proximity to the student eye contact facial expression care and cultural respect considerations

Opportunities for students to explore forms of non-verbal communication may include:	Mime Gestures Sign language Proximity Eye contact Body language facial expression Tone of voice

Opportunities for students to interact with others through language may include:	Reading out loud Reading texts that contain reference to familiar objects or topics Language is extended by labelling objects and then using simple sentences Respond to questions in clear simple answers Involve the student in song, rhymes, poetry, plays One on one conversations with the student Encourage students to ask questions to increase understanding Encourage participation in group discussions

Understanding and use of language may vary according to:	Student age Student stage of development The context Confirmation of understanding is monitored by using repetition Reflection is encouraged by questioning, listening and comprehension activities Humour is used and encouraged Content can be accessed from a range of sources and collated in a logical sequence Computers are used to write, edit and publish

Functions of language include:	Informative: the communication of information Expressive: reports feelings of attitudes of the writer, speaker or subject to evoke feelings in the reader Directive: language used for the purpose of causing or preventing overt actions

Explicit talk may include speaking aloud about:	Thinking processes involved in constructing communication Open ended questions about meaning and alternative ways to convey meaning Structure of a sentence Purpose of language used Effectiveness of language used Processes used to work out the spelling of words How words are broken into syllables to aid spelling Relating to the unknown Specific strategies devised for specific purposes in consultation with teachers

Scaffold learning involves providing temporary support to students to enable their progress toward independent thinking and learning It may include:	Relating new knowledge to students current knowledge Breaking new information into smaller chunks Approaching new information in a familiar way Encouraging students to concentrate on new information Providing achievable challenges Reinforcing attempts to use new information Encouraging repeated use of new information to achieve automaticity

Specific communication needs may include:	Needs related to the development stage of the student Needs related to disability Needs arising forma different first language

Specialist assistance may include:	Speech/language pathologist Advisory visiting teachers Medical personnel

Generic skills and knowledge required by students to make meaning of texts may include:	Comprehend and use the language system of the text Access the text Knowledge that specific text types have their own generic structure Understand that all texts convey information Understand that texts are created and read for specific personal, special, scientific, cultural and aesthetic purposes

Genre may include:	Literary texts Everyday texts Mass media texts

Reading and writing processes may include:	Using cues Non visual information Visual information Predicting Checking Confirming Correcting

Purposes for which readers may read may include:	Access information Enjoy specific use of words Appreciate a new perspective Confirm understanding Obtain instructions Enjoy Provoke imagination Discuss the text with others Social purposes

Record of student reading may include:	Running records Schedules Reading ages from standardised texts

Links between reading and writing may include:	Experience with various texts as a reader provides model for use as a writer Visual models of pages, paragraphs, sentences gleaned from reading various materials helps develop skills to structure own writing Reading aloud or listening to texts develops a sense of rhythm of language that can be used to test the effectiveness of own writing Effectiveness of different genres is demonstrated by reading examples of each Ways in which words are combined to make meaning are demonstrated as students construct meaning form text Exploration of the use of alternative effects such as visual images on the creation of meaning in a text

Writing resources may include:	Beginning writers record of independent writing Record of spelling words for beginning writers Record of spelling words for developing writers Annotated collection of writing samples

Resources to provide guidance may include:	Dictionary Spell checker Thesaurus Encyclopaedia Exemplar texts from a range selected by the teacher

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CHCEDS503A - Support the development of literacy skills

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement