Support the development of literacy skills Evidence Guide

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Evidence Guide: CHCEDS503A - Support the development of literacy skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CHCEDS503A - Support the development of literacy skills

What evidence can you provide to prove your understanding of each of the following citeria?

Provide opportunities to stimulate the student's language development

Provide opportunities to listen to language that reflects the age interests and needs of the student
Use language relevant to the students culture, age, abilities, interests, and needs
Link the development of language skills to all school activities
Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs

Provide opportunities to listen to language that reflects the age interests and needs of the student

Completed
Date:

Teacher:

Evidence:

Use language relevant to the students culture, age, abilities, interests, and needs

Completed
Date:

Teacher:

Evidence:

Link the development of language skills to all school activities

Completed
Date:

Teacher:

Evidence:

Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs

Completed
Date:

Teacher:

Evidence:

Implement a language support program

Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist
Model language which is appropriate to the audience, the situation, purpose and place
Use verbal and non-verbal communication methods
Maintain student confidentiality according to program/school guidelines

Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist

Completed
Date:

Teacher:

Evidence:

Model language which is appropriate to the audience, the situation, purpose and place

Completed
Date:

Teacher:

Evidence:

Use verbal and non-verbal communication methods

Completed
Date:

Teacher:

Evidence:

Maintain student confidentiality according to program/school guidelines

Completed
Date:

Teacher:

Evidence:

Support the student language program

Extend student competence through conversations, active listening and responding
Encourage students to express their thoughts and feelings and words
Provide opportunities for students to explore forms of non-verbal communication
Provide opportunities for students to interactwith others through language
Monitor students understanding and use of language through listening and conversation to assist teachers with planning
Demonstrate the different functions of language in interactions with the student
Use explicit talk to scaffold learning

Extend student competence through conversations, active listening and responding

Completed
Date:

Teacher:

Evidence:

Encourage students to express their thoughts and feelings and words

Completed
Date:

Teacher:

Evidence:

Provide opportunities for students to explore forms of non-verbal communication

Completed
Date:

Teacher:

Evidence:

Provide opportunities for students to interactwith others through language

Completed
Date:

Teacher:

Evidence:

Monitor students understanding and use of language through listening and conversation to assist teachers with planning

Completed
Date:

Teacher:

Evidence:

Demonstrate the different functions of language in interactions with the student

Completed
Date:

Teacher:

Evidence:

Use explicit talk to scaffold learning

Completed
Date:

Teacher:

Evidence:

Assist students with specific communication needs as required

Identify specific communication needs of the student in consultation with the teacher
Use alternate communication strategies or techniques according to directions from the teacher
Promote and encourage integrations and participation in class activities
Identify and use specialist assistance when required in supporting students

Identify specific communication needs of the student in consultation with the teacher

Completed
Date:

Teacher:

Evidence:

Use alternate communication strategies or techniques according to directions from the teacher

Completed
Date:

Teacher:

Evidence:

Promote and encourage integrations and participation in class activities

Completed
Date:

Teacher:

Evidence:

Identify and use specialist assistance when required in supporting students

Completed
Date:

Teacher:

Evidence:

Identify what students do when they read and write

Identify the generic skills and knowledge required by students to make meaning of texts
Recognise the links between reading and writing
Identify and use various genre that may be read
Recognise reading and writing processes according to teacher specifications and the level of student ability
Select texts for specific purposes according to criteria developed by the teacher

Identify the generic skills and knowledge required by students to make meaning of texts

Completed
Date:

Teacher:

Evidence:

Recognise the links between reading and writing

Completed
Date:

Teacher:

Evidence:

Identify and use various genre that may be read

Completed
Date:

Teacher:

Evidence:

Recognise reading and writing processes according to teacher specifications and the level of student ability

Completed
Date:

Teacher:

Evidence:

Select texts for specific purposes according to criteria developed by the teacher

Completed
Date:

Teacher:

Evidence:

Implement a reading and/or writing support program

Implement the reading and/or writing program as directed by the teacher
Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation
Create optimum conditions for student development of specific writing skills with guidance from teachers
Support student learning using accurate terminology as planned with teachers

Implement the reading and/or writing program as directed by the teacher

Completed
Date:

Teacher:

Evidence:

Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation

Completed
Date:

Teacher:

Evidence:

Create optimum conditions for student development of specific writing skills with guidance from teachers

Completed
Date:

Teacher:

Evidence:

Support student learning using accurate terminology as planned with teachers

Completed
Date:

Teacher:

Evidence:

Support student reading and/or writing program

Support individual student needs using reading support strategies including explicit talk
Implement support procedures for students according to reader program and teacher requirements
Report student reading and/or writing progress regularly to teachers as part of evaluation process
Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines
Enhance the writing process by using the relationship between reading experiences and writing
Support students to plan their writing tasks

Support individual student needs using reading support strategies including explicit talk

Completed
Date:

Teacher:

Evidence:

Implement support procedures for students according to reader program and teacher requirements

Completed
Date:

Teacher:

Evidence:

Report student reading and/or writing progress regularly to teachers as part of evaluation process

Completed
Date:

Teacher:

Evidence:

Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines

Completed
Date:

Teacher:

Evidence:

Enhance the writing process by using the relationship between reading experiences and writing

Completed
Date:

Teacher:

Evidence:

Support students to plan their writing tasks

Completed
Date:

Teacher:

Evidence:

Support accurate use of spelling, grammar and punctuation

Encourage students to critically reflect on the effectiveness of their writing
Demonstrate and encourage the use of resources to provide guidance in writing
Use strategies to support the student according to teacher evaluation of student needs

Encourage students to critically reflect on the effectiveness of their writing

Completed
Date:

Teacher:

Evidence:

Demonstrate and encourage the use of resources to provide guidance in writing

Completed
Date:

Teacher:

Evidence:

Use strategies to support the student according to teacher evaluation of student needs

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



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 and/or 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

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Areas of language development across the chronological periods associated with schools and other learning environments

Policy procedures and other legislation affecting performance as education support workers

Culturally based expectations about communication

Understanding of the support required by developing readers and a range of strategies that can be used to encourage independent and purposeful reading

Roles and responsibilities of education support workers and teachers in providing literacy support to students

A range of effective communication strategies for use with students and teachers

The relationship between reading and writing

How to apply appropriate strategies to develop students writing

Purpose of formative and diagnostic assessment

Genres and writing styles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Stimulate students to speak, taking into account development and culture of the students

Interact in a positive and supportive manner with students

Implement a literacy support program as directed by the teacher

Identify what readers do when they read

Identify the relationship between reading and writing

Complete records accurately

Select texts appropriate to teacher and student needs

Implement writing support strategies

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Implement strategies for developing comprehension and expression

Use communication strategies for students with additional needs

Demonstrate empathy and cultural sensitivity when responding to students

Manage cross cultural issues and beliefs

Complete sequence of routine tasks given direction and support from the teacher

Interpret information from written and/or oral directions

Apply problem solving to choosing appropriate responses, identifying problems, consulting with appropriate personnel

Demonstrate interpersonal communication

Use time management to support students as directed by the teacher

Use grammar, correct spelling and punctuation

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

NTISthis.com

Evidence Guide: CHCEDS503A - Support the development of literacy skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCEDS503A - Support the development of literacy skills

Provide opportunities to stimulate the student's language development

Implement a language support program

Support the student language program

Assist students with specific communication needs as required

Identify what students do when they read and write

Implement a reading and/or writing support program

Support student reading and/or writing program

Support accurate use of spelling, grammar and punctuation

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _