Component 1: Literature Circle Report (1,000- 1,500 maximum words)
1a. Engagement in a Literature Circle Strategy (group task) Teaching children to be critically literate in the
21st Century involves teachers understanding and using a variety of texts across different modes. A literature
circle is a powerful classroom literacy strategy for independent readers, which allows them to participate in the close study of literature and critically analyse content.
The task, within Component 1 of your assignment, involves you working in a group of FIVE to experience the
literature circle process using a children’s novel. Participating in a group using the literature circle process will not only provide an opportunity to learn about this teaching strategy as a way to analyse literature but enable you to experience how this strategy can be used in face-to-face(in this case alive Zoom or equivalent session) and online modes in classrooms. Failure to engage in the live or online literature discussions will impact on your final grade for Assignment 2. You cannot receive full marks if you do not participate in both sessions. If you must miss the face-to-face live session, you will be required to submit a post online for your remaining group members to access before or on the due date of the live session,please email your tutor to let them know this has been completed.
Step 1: Within your tutorial you will form groups of FIVE.
The forming of groups and selection of the novel will take place during a tutorial ONLY. You will be assigned to a
group if you are not present in the tutorial on that day.
Step 2: Each group will (as a group) choose ONE of the novels from the Component 1 Booklist below.
Your group will need to select a novel from the Component1 Booklist during your tutorial. The novel that your group
selects during the tutorial can then be purchased (hard or e-copy) or alternatively borrowed from a library. Please
note: Each literature group within the tutorial will have a different novel.
Step 3: Provide your group names and student ID to your tutor.
Your groups will be published on vUWS by the unit coordinator so you can later take part in the online literature
circletask that requires you to write a post and respond to another group members post on an individual group site
created for you.
Component 2 Booklist: Picture books for close study and learning sequence
This list of picture books is provided below for your reference. PLEASE DO NOT PURCHASE ANY OF
THESE BOOKS UNTIL THIS IS DISCUSSED IN YOUR WEEK ONE TUTORIAL(All books available as
read alouds on YouTube.
Watkins, R., Anelli, Liz. (Illustrator) One photo (2018) Penguin Books Australia
BenebaClarke. M., Rudd.,V.T.(Illustrator)The patchworkbike (2017)Australia: LothianPublishingCompany
Lester Alison (2004) Are we there yet? Australia: Penguin Books
Estela., L.Ottley,M. Suri’swall (2018)Australia: PenguinBooks
Browne, A. (2004). Into the Forest. Australia: Walker Books
Vass, C., & Leffler, D (Illustrator). Sorry day (2018) NLA Publishing
S. Tan. (2018) Cicada. Hachette Australia
2a. Review of the picture book for close study
Teaching children to be critically literate in the 21st Century involves teachers understanding the possible themes
and concepts that words and pictures can evoke in picture books.
To gather the picture book for Component 2 you will:
1. Meet in your literature circle groups during tutorial time and ensure each member of your group chooses a
different book from the book list detailed below.
2. Each member chooses ONE of the picture books from the selection below and spends a few minutes justifying their choice with their group. please note all group members must choose a different picture book.
3. The picture book that you select during the tutorial can then be purchased or alternatively borrowed from a
Your individual close study of a picture book will include:
1. Identifying the text type (informative, persuasive, imaginative) and briefly overview the central themes,
concepts and ideas addressed in the text.
2. Identify visual techniques using visual metalanguage (at least two). What is salient: i.e., vectors, lines,
perspective, angles, framing, viewpoint, ambience and framing etc.
3. Identify the linguistic structures and features (at least two)in this text for e.g.,simile,metaphor,personification, key vocabulary, verb groups, descriptive language, subject specific language, text features (headings, subheadings), social purpose (using examples from the book).
4. Use the course textbook and TWO other additional references (peer reviewed journal articles, educational
books or recommended readings in the Learning Guide) to support your analysis
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