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4a) Based on the observations and sample work of your child, write a report on the child's knowledge and abilities. Describe the background, interests and strengths (funds of knowledge) of the early years learner. || After working with and observing my child’s reading and writing, I believe that she has reached the ‘early’ phase in the development of her literacy skills. I can place her in the ‘early’ phase, as she is able to: “write many high-frequency words” and can use “multiple sources of information” in order to self-correct when her reading doesn’t make sense (Hill, 2008, p. 6). In order to progress to the ‘transitional’ phase, she would have to be able to read silently, develop “a range of strategies to write words and comprehend texts” and write “several sentences” that have “several ideas” (Hill, 2006, p. 6). Another way in which the literacy skills of a child can be assessed is to compare their development to the progression points and standards detailed in the ‘Victorian Essential Learning Standards’ (VELS). The child that I interviewed is in grade two and therefore she is working towards the achievement of Level 2 standards in her literacy development. At present, she should be working towards the accomplishment of the progression point, 1.75. This should be reached by June of this year. A student progressing towards the achievement of Level 2 standards should be able to demonstrate for reading a: “recognition of a wide range of words that have more than one syllable” and the use of “strategies for working out the meaning of unfamiliar words” such as self correction (Victorian Curriculum and Assessment Authority, 2009). For writing, a child working towards the achievement of Level 2 standards should be able to: include “information and ideas in short texts for known audiences”, correct spelling and punctuation and employ a number of “strategies to revise writing” (Victorian Curriculum and Assessment Authority, 2009). For speaking and listening, a student working towards Level 2 should be able to do things such as “modify tone and pace when speaking and communicating” and “retell some main ideas after listening to stories and viewing videos” (Victorian Curriculum and Assessment Authority, 2009). Based on the standards set by the Victorian Curriculum and Assessment Authority (2009) and the child’s literacy skills that I witnessed, I believe that she will be able to reach the progression point 1.75 by June 2009 for reading, speaking and listening. I believe that she will be a level 1.75 standard as she could: read the book I selected independently, respond to a range of questions about the text and empathise with the characters and their feelings. These skills were displayed when she responded to the question: ‘Is the bear more frightened of the children or are the children more frightened of the bear and why?’ For the child’s speaking and listening, I believe that she is working towards level 1.75 as she can modify her “tone and pace of speaking when communicating with others” and can “retell some of the main ideas after listening to stories” (Victorian Curriculum and Assessment Authority, 2009). For writing, I believe that the child I interviewed was slightly lower than the expected progression point. The child I interviewed may have difficulty reaching 1.75 by June as she was having trouble with her spelling and punctuation. I believe that my child is currently working at a level 1.5 as her writing sample demonstrated that she can: “sequence a small number of ideas” and have “plausible attempts at spelling unfamiliar words” such as ‘cildren’ (children) (Victorian Curriculum and Assessment Authority, 2009). ||
 * ~ __PART A: Engagment with an early years literacy learner __
 * The reading and writing interests surveys are an effective way to tap into a child’s fund of knowledge as they provide students with the opportunity to share their interests, strengths, weaknesses and ideas. From completing the reading and writing interests survey with my grade two child, I came to understand that she has an interest in reading, drawing, writing, swimming and animals. I also discovered that she is very close to her immediate and extended family. It was evident from the surveys and our general conversations that she has a lot of positive role models in her life that provide her with support and encouragement. The child I interviewed continually made reference to her immediate family and also her Nonna, Nonno and her favourite aunties, uncles and cousins. It was obvious from our discussions that she has learnt many things from her interactions and experiences with her family. Her interactions have undoubtedly provided her with learning experiences and opportunities that have built on and extended her fund of knowledge. For example, this child’s fund of knowledge includes understanding about Italy (where her family comes from) and also animals (she has learnt about them through books that she has read with her family). Perhaps the most positive thing about her strong connection with her family is that they have instilled in her an appreciation of the importance of education. It was obvious from the surveys and our conversations that this child enjoys going to school as she take pleasure in reading, writing and discovering new things.

For further information on Level 2 standards and stages of learning, visit: []