ASSESSMENT 2
\nWeighting: 50% Due Date: 01 June 2023
\nPurpose and Context
\nAs young learners move into the middle primary years, they progress from
\nlearning to read and write, to reading and writing for learning. It is
\nimportant for teachers to develop a flexible and balanced repertoire of
\npractices that engage students in purposeful reading and writing. This task
\nfocuses on the macro and micro elements of English curriculum planning,
\nwith an emphasis on reading and writing.
\nThis task involves the application of the Explicit Teaching Framework, Four
\nResources Model, explicit differentiation and the Gradual Release of
\nResponsibility Model in planning for curriculum and assessment, with a
\nfocus on using appropriate pedagogies when planning for, and reporting
\non, effective learning for students with diverse learning needs in the
\nmiddle primary English classroom.
\nConnection to the Australian
\nProfessional Standards for Teachers
\n\u2022 APST 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities:
\nDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs
\nof students across the full range of abilities.
\n\u2022 APST 2.1 Content and teaching strategies of the teaching areas: Demonstrate knowledge and understanding of the
\nconcepts, substance and structure of the content and teaching strategies of the teaching area.
\n\u2022 APST 2.2 Content selection and organisation: Organise content into an effective learning and teaching sequence.
\n\u2022 APST 2.3 Curriculum assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning
\nsequences and lesson plans.
\n\u2022 APST 5.1 Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal,
\ndiagnostic, formative and summative approaches to assess student learning.
\n\u2022 APST 5.2 Provide feedback to students: Demonstrate an understanding of the purpose of providing timely and
\nappropriate feedback to students about their learning.
\n\u2022 APST 5.3 Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its
\napplication to support consistent and comparable judgements of student learning.
\nAspects of Explicit Teaching
\nThe aspects of explicit teaching include:
\n\u2022 focusing instruction on identified curriculum content
\n\u2022 connecting to prior knowledge and skills when beginning a learning sequence
\n\u2022 establishing and maintaining clear learning goals and expectations for each lesson
\n\u2022 teaching and expecting students to use metalanguage in ways that support learning
\n\u2022 deconstructing and sequencing teaching to focus on the steps that lead to new knowledge, deeper
\nunderstandings and\/or more sophisticated skill
\n\u2022 describing and modelling concepts and processes clearly, using \u2018think aloud\u2019 and examining models and
\ninferior examples
\n\u2022 varying instruction in response to immediate and reflective feedback
\n\u2022 asking questions to continually monitor understanding and progress and inform immediate feedback
\n\u2022 providing scaffolded learning experiences for students to practise, synthesise and consolidate learning
\n\u2022 developing the capability of students to self-regulate and learn independently.
\nhttps:\/\/www.teachingacenglish.edu.au\/explicit-teaching\/overview\/explict-overview.html
\nDifferentiation
\nThe aspects of differentiation represented in these vignettes include:
\n\u2022 ensuring the curriculum informs teaching, learning and assessment
\n\u2022 using qualitative and quantitative data to inform teaching and learning
\n\u2022 having clear, shared learning intentions (and success criteria)
\n\u2022 using flexible grouping in order to respond to curriculum intent and learning needs
\n\u2022 varying the speed and delivery of instruction in response to immediate and reflective
\nfeedback
\n\u2022 providing targeted learning experiences
\n\u2022 selecting and modifying resources according to students\u2019 needs and learning goals
\n\u2022 personalising learning goals according to student needs\/readiness
\n\u2022 ensuring all students are engaged in cognitively demanding tasks
\n\u2022 valuing feedback.
\nhttps:\/\/www.teachingacenglish.edu.au\/differentiation\/overview\/differentiation.html
\nText Selection
\n\u2022 An English unit focuses on teaching reading & writing
\n\u2022 Select a focus text that enables you to teach both
\nreading & writing to your chosen year level
\n\u2022 Accurately identify the genre of your text.
\n\u2022 Understand:
\n\u2013 The social purpose of the genre
\n\u2022 PIE: persuade, inform\/instruct, entertain
\n\u2013 Consider the stages of a the text:
\n\u2022 Orientation
\n\u2022 Complication
\n\u2022 Resolution
\n\u2013 The language features
\n\u2022 Macro or Micro features
\nWe have focused on narratives during this
\ncourse.
\nFor this reason it may be best to select a
\nnarrative text.
\nQuality Literature
\nOther Sites to look for literature
\nMagabala Books
\nThe Indigenous Literacy Foundation
\nAsian Australian Children’s Literature
\nUniSQ Library – The Source DataBase
\nALEA – Resources – Reading Australia
\nReading Australia
\nThe Children’s Book Council of Australia
\nAC:E Content Description – Years 3 or 4
\nLanguage Literature Literacy
\n1 Content Description 1 Content Description 1 Content Description
\n1 Elaboration 1 Elaboration 1 Elaboration
\nSelect a teaching focus, Curriculum Framing & Text Selection
\n\u2022 – – One AC:E Content Description & one Elaboration from each strand
\n\u2022 Consider what aspects of the Content Descriptions overlap with each other to help inform
\nyour selection?
\n\u2022 NB. Some Content Descriptions are addressed all year \u2013 not in a unit focus \u2013 eg.
\nHandwriting
\n\u2022 Make sure you understand the intent of the Content Description and the Elaboration
\n\u2022 Consider how these Content Descriptions & Elaborations are represented in the selected
\nfocus text?
\n\u2022 Consider what will be the Explicit Teaching focus of the Content
\nDescriptions \u2013 highlight these aspects of the Content Descriptions & Elaborations.
\n\u2022 Copy & paste \u2013 do not make up your own Content Description.
\nThese Content Descriptions and Elaborations can be copied and
\npasted into the Language, Literature and Literacy columns of the
\ntemplate.
\nGeneral capabilities & cross-curricular priorities
\n– Select the ones your unit addresses \u2013 delete the others.
\n– Briefly describe aspects of the ones you have selected.
\nReading Block
\n\u2022 Keep you Reading Block to 1 page.
\n\u2022 Your explicit teaching focus \u2013 must be specific and
\nachievable in one week.
\n\u2022 You can use dot points.
\n\u2022 Avoid writing a detailed lesson plan.
\n\u2022 For Shared Reading know what part of the Content
\nDescriptions you are teaching and how you are
\ngoing to teach the Content Description.
\n\u2022 Use your focus text for the Modelled and Shared
\nReading Experiences.
\n\u2022 The Shared Reading experience must have a before,
\nduring and after learning experience.
\nReading Block
\n\u2022 The After learning task in the Shared Reading section must be
\ndesigned to enable students to demonstrate their learning of the
\nexplicitly taught focus of the Content Description by the end of
\nthe week.
\n\u2022 State what data you will collect and what assessment strategy
\nyou will use to identify the students who are able to demonstrate
\ntheir learning of the explicitly taught Content Description or the
\nstudents who are still consolidating this knowledge.
\n\u2022 Remember the Shared Reading lesson has to align with the
\nContent Descriptions you have selected for the week. For
\nexample, this Share Reading experience may align with the
\nLiteracy and Literature Content Descriptions you have selected.
\nReading Block
\n\u2022 For Shared Reading consider what reading strategy
\nyou will be teaching students.
\n\u2022 Consider how this reading strategy connects with your
\nselected content – description?
\n\u2022 Identify a Comprehension Level:
\n\u2013 Literal
\n\u2013 Inferred
\n\u2013 Interpretive \u2013 Critical
\n\u2022 Identify Before, During & After learning activities that
\nyou can use to teach the Reading Strategy.
\n\u2022 Remember to align these learning activities with the
\naspect of the Content Description that will be explicitly
\ntaught?
\n\u2022 Remember to align the After Reading activity with your
\nassessment strategy.
\nReading Block \u2013 Week 9
\nLook at the week 5 Sway for:
\nBefore, During & After reading
\nLook at the week 6 Sway for:
\nReading strategies &
\nComprehension levels.
\nHuman Written Academic Papers – Guided Reading Plan \u2022 Plan 3 x 30mins sessions for each group
\n\u2022 3 groups based on flexible grouping
\n\u2022 Flexible grouping means that Human Written Academic Papers – Guided Reading Groups can be changed each week depending on the
\nreading needs of our students.
\n\u2022 It is important to explain how you have grouped your students for Human Written Academic Papers – Guided Reading in your Rationale.
\n\u2022 Refer to week 12 for examples of flexible grouping.
\nDifferentiate Texts
\n\u2022 Plan differentiated teaching & learning for each group
\nAssume:
\n\u2022 Lower Group: reading below year level
\n\u2022 Middle Group: reading at year level
\n\u2022 Higher Group: reading above year level
\n\u2022 Identify text titles, level of comprehension and reading strategy.
\n\u2022 Superior Paper Help – Outline how you will engage students in guided reading.
\n\u2022 Students must read the same text in each session e.g. Teacher session, TA session & Independent session.
\n\u2022 Identify what formative assessment data you would like to collect from students learning during Human Written Academic Papers – Guided
\nReading sessions.
\nHuman Written Academic Papers – Guided Reading Plan Overview
\nTeacher
\nWhat reading strategy
\nor SMV cue are
\nstudents learning this
\nweek?
\nTeacher Aide
\nWeek 4
\nAdoniou (2022)
\nAssessment Brief Original Custom Research Essay Pro Papers Help – Chapter 3 – How do we
\nlearn to spell?
\nIndependent
\nGrammar
\nRepeated Reading \u2013
\nweek 5
\nCommunication Game
\n\u2013 week 7
\nAssessment
\nPlan to use each of the 4 assessment techniques:
\n\u2022 Observation, Consultation, Focused Analysis & Peer\/self-assessment
\n\u2022 Also, refer to attached Suggested Assessment Techniques & Instruments
\nreading located in the week 13 page of StudyDesk.
\n\u2022 Making Judgments \u2013 what specific criteria you will use to judge the
\neffectiveness of student learning?
\nUnit Feedback
\nThe ways to monitor learning and assessment and the type of feedback you give to
\nstudents will depend on the types of assessment strategies you use and the
\nContent Descriptions selected for the Curriculum Plan.
\nAssignment 2 Information Page
\nTypes of Assessment Data
\nWriting Block
\nThe Independent
\nConstruction task should
\nalign with the explicitly
\ntaught language feature from
\nthe focus text.
\nHow will you get students to
\ndemonstrate their learning of
\nthis language feature?<\/p>\n
Word Essay – Readings and Resources \u2013 Writing Block
\nThe following course readings will help you develop your Writing Block:
\nWeek 1:
\n\u2022 Axford, Harders & Wise (2009) Why Scaffold Literacy Learning? – This reading can be found in the Course
\nReading DiReCt. Part A and Part B.
\nWeek 2:
\n\u2022 Macken-Horarik, Love, Sandiford and Unsworth (2018) Moving South Teaching narrative in classrooms – This
\nreading can be found in the Course Reading DiReCt. Teaching-Learning Cycle examples.
\n\u2022 Derewianka (2015) The contribution of genre theory to literacy education in Australia – This reading can be
\nfound in the Course Reading DiReCt.
\nLearning content and Sway presentations
\n\u2022 Weeks 1 and Weeks 2.
\nAssessing Writing
\nFormat – Best Help Writing My 99 Papers\u2014owl Essay Samplesive writing assessment:
\n\u2022 should occur at each stage of writing
\n\u2022 is interactive between teachers and students identifying what a
\nstudent can do and needs to develop
\n\u2022 is reflective as it marks what a student has achieved and the
\neffectiveness of this achievement
\n\u2022 identifies what a student is taught next and a learning goal for
\nthe student\u2019s writing.
\n(Davis, 2013)
\nFormat – Best Help Writing My 99 Papers\u2014owl Essay Samplesive Assessment for learning:
\nFormat – Best Help Writing My 99 Papers\u2014owl Essay Samplesive assessment is the process of assessing and
\nconsidering students\u2019 writing achievements, capability
\nand expertise and using this information to inform
\nsubsequent teaching and learning (Davis, 2013, p. 10 )
\nObservation Consultation
\nFocused
\nAnalysis
\nPeer\/Self
\nAssessment
\nAssessing Writing
\nTeachers can gather writing assessment data
\nthrough:
\n\u2022 Teacher observation
\n\u2022 Anecdotal records
\n\u2022 Student-teacher conversations about writing
\n\u2022 Writing conferences
\n\u2022 Student self and peer reviews
\n\u2022 Analysis of student\u2019s writing sample
\n\u2022 Judgements against the ACE achievement
\nstandards
\n(Davis, 2013)
\nObservation Consultation
\nFocused
\nAnalysis
\nPeer\/Self
\nAssessment
\nAnalysis Writing Samples
\nMacro language features
\n\u2022 Whole Text Level Genre: Narrative stages
\nof Orientation, Complication, Resolution.
\nMicro language features
\n\u2022 Cohesion: referencing, repetition,
\nsynonyms, antonyms, whole-part, class- member
\n\u2022 Sentences: simple, compound, complex and
\ncomplex\/compound
\n\u2022 Word groups: any noun groups, verb
\ngroups, adverbials
\nRATIONALE
\n\u2022 650-800 words
\n\u2022 Identify the year level for the plan. You must select a
\nmiddles year E.g. Year 3 or 4
\n\u2022 A rationale for the literary text choice and unit focus, making
\nexplicit links to relevant research literature and the
\nAustralian Curriculum: English
\nWriting Your Rationale
\n\u2022 Explain why the unit is important
\n\u2022 State the year level of the English Curriculum Plan \u2013 Year 3 or 4
\n\u2022Page Paper Describe the class context of the unit plan. This could include:
\n\u2013 Stating where the school is located.
\n\u2013 Stating the school term the unit plan will be implemented
\n\u2013 Describing students\u2019 prior knowledge, established classroom routines e.g. Have students
\ncomplete Human Written Academic Papers – Guided Reading groups previously?
\n\u2013 Describing the diversity of students in the class. This will link in with your three student
\ngroups identified for Human Written Academic Papers – Guided Reading
\n\u2022 Accurately identify the genre of your focus text
\n\u2022 State what focus text you have selected for Modelled and Shared Reading and
\ngive a reason.
\n\u2022 State what texts you have selected for your Human Written Academic Papers – Guided Reading sessions and give
\na reason.
\n\u2022 State the English Curriculum Plan will form a part of a one week literacy block.
\n\u2022Page Paper Describe the explicit focus and Content Descriptions for learning in the unit.
\nWriting Your Rationale
\n\u2022 Remember the purpose of a rationale is to explain & justify
\nwhat you plan to teach, how you plan to teach it and what
\nresources you will use \u2013 with reference to the AC:E &
\nTeaching Approaches and Frameworks.
\n\u2022 Use the course readings and other academic literature to
\njustify the planning decisions for the English Curriculum Plan
\nWriting Your Rationale
\n\u2022 Reference original sources
\n\u2022 use course readings where possible
\n\u2022 use the USQ library to find other academic literature
\n\u2022 Use APA referencing \u2013 a guide can be found at the
\nUSQ Library site using the following link:
\nhttps:\/\/www.usq.edu.au\/library\/referencing\/apareferencing-guide
\n\u2022 Include an image of your focus text
\nReference List
\n\u2022 Include at least 10 references
\n\u2022 Include the selected focus text in the reference list
\n\u2022 Include the Human Written Academic Papers – Guided Reading texts in the reference list
\n\u2022 Include The Australian Curriculum: English \u2013 once
\n\u2022 Use the course readings and other academic literature
\n\u2022 There are 5 marks for appropriate academic writing and APA
\nreferencing on the rubric.
\nAssessment Rubric – grade miners score
\nRationale
\nReading &
\nWriting
\nAssessment
\nWriting,
\nReading &
\nHuman Written Academic Papers – Guided Reading Plan
\nAcademic
\nLiteracies
\nTeaching Approaches
\nFrameworks
\nAC:E
\nAssessment Types:
\n1. Observations
\n2. Consultations
\n3. Focused Analysis
\n4. Peer\/Self Assessment
\nTeaching Approaches
\nFrameworks<\/p>\n","protected":false},"excerpt":{"rendered":"
ASSESSMENT 2 Weighting: 50% Due Date: 01 June 2023 Purpose and Context As young learners move into the middle primary years, they progress from learning\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4730,4728,4727,4722,4725,4726,4729,4650,4721,4724,4723],"tags":[4498,4509,387,4504,4506,4496,4502,3998,4507,4510,4497,4285],"class_list":["post-10671","post","type-post","status-publish","format-standard","hentry","category-australia-dissertation-writers","category-best-dissertation-writers-china","category-best-essay-writing-website","category-cheap-dissertation-writer","category-cheap-essay-writing-service-us","category-custom-dissertation-writing-services","category-doctoral-dissertation-writing-service","category-need-help-completing-this-assignment","category-phd-essays","category-thesis-writing-service-sample","category-write-my-dissertation-usa","tag-1-dissertation-help-service-uk","tag-bachelor-thesis-writing-service","tag-buy-essay","tag-cheap-dissertation-help-online","tag-dissertation-assignment-help-uae","tag-dissertation-help-tiktok","tag-dissertation-writing-help","tag-i-need-help-writing-my-homework","tag-master-thesis-writing-services-india","tag-top-dissertation-writing-service-near-me","tag-university-dissertation-writing-service","tag-write-my-assignment-ireland"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10671","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=10671"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/10671\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=10671"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=10671"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=10671"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}