1.1 Why must support workers read and interpret the teachers' literacy plans? Take into consideration the education support worker's role and responsibilities, the needs of the students and the type of literacy support that should be provided. You might have to do some independent research. Check with your assessor to find out what will be acceptable. Support workers must read and interpret the teachers literacy plans to ensure that they understand how the day is going to run so that they can best support the teacher and the students in excelling in the planned content for the day. Under the direction of a teacher, support staff may work directly with students individually or in small groups to deliver activities that reinforce and advance the educational program. They also provide teachers with advice and suggestions. For example, they may assess how well students are functioning, administer tests (but not make judgments on test results), observe and document behaviours as students participate in learning activities and, where appropriate, help plan the educational program. Together with teachers, educational assistants enrich the educational program by helping students gain the knowledge and skills they need to function in the classroom, the school and the larger community. In making decisions about the educational program, teachers count on input from other professionals, parents and classroom- based educational assistants. Professionals such as psychologists, speech therapists and physical therapists draw on their expertise to provide teachers with specialised reports and suggestions about particular students. Teachers use this input to develop and implement educational programs for which they are ultimately responsible 1.2 Support workers should identify and access and evaluate current literacy programs. This includes the current program used by the teacher and any new or interesting programs that might be of value. What is a literacy program and why should the support worker be identify and understand current and new programs? A Literacy program is created to involve students listening to, reading, viewing, speaking, writing and creating oral, print, visual
and digital texts, and using and modifying language for different purposes in a range of contexts. A support worker should be able to identify and understand current and new plans as part of their job expectations are to assist the teacher and children in excelling in the programmed activities and organising resources for said activities 1.3 Teachers will have their own preferences for recording student progress in each of the literacy areas, but they and the support workers will generally be required to follow the school's record keeping procedures. Why is it necessary to record student progress―that is, for what purpose are those records kept? What are the support worker's responsibilities? Your answer can be in paragraph form, a dot point list or a combination of both. You should list at least 10 reasons for keeping records of student progress and can list reasons not included in the text. -it is important to keep track of student's grades and progress so that teachers and parents can see areas of that the child is excelling in and can potentially increase the difficulty. - support worker should help to maintain and record the results of the children during tests - teachers can see the speed in which the children are completing the tests to ensure that the content is relevant - keeping student's progress can help staff keep track of what children are struggling to understand. - encouraging students to participate in activities that are being graded (support worker responsibility) - support worker should mark some of the childrens tests if requested to by the teacher - assisting students individually or in groups to better understand the content - encouraging on task behaviour and re directing off task behaviour - delivering instructions to the children in regards to the test - providing specialised help to those that require it during tests 1.4.a
In a paragraph explain the importance of working within the structure and guidelines of the literacy program, as directed by the teacher. Working within the structure and guidelines of the literacy program as directed by the teacher is important because it helps students learn in a consistent and organized manner. It also ensures that all students are learning the same skills and concepts at the same time, which can help prevent confusion and misunderstandings. Additionally, following the guidelines of the literacy program can help teachers identify areas where students may be struggling and provide additional support when needed. This can help ensure that all students are able to achieve their full potential when it comes to reading and writing. 1.4.b Summarise the information in the text that links reading and writing skill The text can include links to reading and writing skills by completing running records, word tests, reading skill tests, observing writing activities and reading activities. It is the support workers responsibility to ensure that the students have access to the following this to exceed in their studies. Students use skills and strategies to access and interpret spoken, written, visual and multimodal texts. Students navigate, read and view texts using applied topic knowledge, vocabulary, word and visual knowledge. They listen and respond to spoken audio and multimodal texts, including listening for information, listening to carry out tasks and listening as part of participating in classroom activities and discussions. Students use a range of strategies to comprehend, interpret and analyse these texts, including retrieving and organising literal information, making and supporting inferences and evaluating information and points of view. In developing and acting with literacy, students: navigate, read and view learning area texts listen and respond to learning area texts interpret and analyse learning area texts. The element of Comprehending texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the early development of communication skills. The descriptions for Comprehending texts at these levels apply across the elements of Text
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