Unit Overview Planner - Danielle Ray Professional Skills



Ensuring Student Success

EDED11405

Assessment Task 2-

Assessment & Reporting Package

Due: Monday, 19th September

Danielle Ray

s0192927

Contents

Page

Introduction 1

Unit Plan 4

Culminating Task Package

Task Sheet- (Main) 16

Task Sheet- (Inference) 17

Criteria Sheet 18

Assessment Justification 20

Formative Assessment Strategies and Justifications 23

Reporting Framework example 25

References 26

Appendix

English Term 4 overview 28

Culminating Task Sheet- Stimulus 29

Culminating Task- Student Checklist 30

Formative Assessment Strategy

1- KWL 31

2- Reading Comprehension short answer response 32

Mid- Unit test

3- Peer-assessment Checklist 34

Assessment & Reporting Toolkit

Introduction

This assessment package is based on an English Unit of work for Year 4 students. The unit entitled, “Writing Stories”( Ray, LM3- Task 2; Writing Stories) is based around the Queensland Curriculum, Assessment and Reporting (QCAR) framework whereby curriculum, assessment and reporting is all aligned to improve student learning and enhance Learning Managers’ assessment capabilities (QSA, 2008). “The framework helps deliver more cohesive learning programs and help students achieve deeper levels of understanding. Intellectually challenging and rich real- world learning experiences will help students become lifelong learners” (QSA 2005, p. 2). This unit plans to attend the alignment of teaching, learning, assessment and reporting. The P-12 Roadmap states, that this alignment is integral to high quality learning outcomes for a diverse range of students (QSA, 2011).

The assessment tasks in this package include diagnostic, formative and summative. The purpose of assessment is to facilate learning have been included to facilitate learning, identify students strengths and weakness and provide an opportunity to give student feedback about their progression (Brady, 2005). To enable students to assess their learning and to provide information which can be used to correct deficiencies or promote potential in their learning and to enable Learning Managers modify teaching/learning programs to best suit student needs (QSA, 2008). Queensland Students Authority (2011), states that, “all forms of assessment aims to improve teaching, help students achieve the highest standards they can within their own capabilities and provide meaningful reports to parents/carers on students' achievements.” Diagnostic assessment incorporated in this unit will establish each student’s strengths, weaknesses, knowledge, and skills (Swearingen, 2002). Implementing diagnostic assessment allows Learning Managers to adjust the curriculum to meet students’ needs. The formative assessment tasks incorporated in this unit will provide information to the Learning Manager, to be used as feedback to modify the teaching and learning activities in which students are engaged. Black and William (2001) refer to formative assessment as evidence actually used to adapt the teaching work to meet the needs of the students. The culminating authentic assessment task for this unit will determine what the students know and can do in relation to content standards (Garrison & Ehringhaus, 2011). Garrison and Ehringhaus (2011) suggest that summative assessments are tools to help evaluate the effectiveness of units, school improvement goals and alignment of curriculum. The focus of the summative assessment tasks is authenticity. As Brady and Kennedy (2005), states that authentic assessment engages students in real-world tasks requiring the application of knowledge and skills that will be used in everyday life. “The research indicates that students are more likely to learn when they need to use their knowledge and skills in meaningful ways. Authentic assessment requires students to demonstrate their knowledge skills and strategies by creating a response or product” (Wiggins, 1992, as cited in Lynch & Knight, 2010).

The summative assessment tasks in this unit are standard- based. The standards are expressed on a five point scale that describes qualitative differences in the demonstration of student learning (QSA, 2008). The learning experiences throughout this unit were developed through the identification of the assessable elements of the Key Learning Area, English. The Learning Manager can scaffold students’ learning journey through a process called backtracking enabling students to successfully complete the desired assessment task. This allows the assessment to be authentic as well as ensuring students have met the standards.

At the centre of all teaching and learning is the student. As the P-12 Curriculum Framework states, when planning, teachings start with the students and make curriculum decisions based on their students (QSA, 2001). The teaching and learning cycle provides a framework to support Learning Managers and schools in explicitly planning, teaching and assessing students from knowing who the students are and how they best learn to how the curriculum will be taught (pedagogy), to how to assess the students to communicate what the students have learnt and how well they have learnt (QSA, 2001).

The Dimensions of Learning (DoL) was the theoretical framework used to understand and improve the process of learning for this cohort. The DoL framework provided a variety of teaching and learning strategies for the development of each learning experiences in the unit. Each learning experiences within the unit is essentially designed to detail the ‘how’ of achieving intended learning outcomes for all learners. Queensland Studies Authority provides the Essential Learnings which indicate the ‘ways of working’ and the ‘knowledge and understandings’ where the intended learning outcomes are devised from for the learning experiences (QSA, 2008). For students to use knowledge in meaningful ways, they need to be engaged in thinking and reasoning (Marzano & Pickering, 2009). In this unit students will be engaged in the invention complex reason process (Dimension 4). Students will engage in the process of developing a unique narrative (Marzano & Pickering, 2009).Throughout the unit students will examine a variety of narratives to identify the climax and the way that authors create suspense. After explicit teaching and modeling of the textual and grammatical features, the children will construct a suspenseful short story with identifiable series of events and an interesting resolution. The sequence of teaching and learning in this unit is instructed with limited key concepts and processes at any one time. The P-10 Roadmap states that, “students are more likely to learn when their experiences connect and build on one another. Students need at least three different sets of classroom learning experiences, distributed over a period of days rather than weeks, to learn and remember a complex concept” (DET, 2011).

“Good assessment allows for targeted teaching. It can only serve this purpose however, if teachers are focused on the teaching- learning relations and how to improve it; without this focus, assessment becomes a tool for labeling” (QSA, 2008) Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time (Swearingen, 2002).

|Unit title: Writing Stories |KLA(s): English |Year level(s): 4 |

| | |Duration of unit: 5 weeks |

|Identify curriculum (Essential Learnings or other curriculum framework) |

|Key Questions |

|Rationale for the Unit/context |

| |

|In this English unit students will examine a variety of narratives to identify the series of events in the plot and how they lead to an interesting resolution. After explicit teaching and modelling of the textual and |

|grammatical features, the students will use the invention process to construct a unique narrative with an identifiable series of events and an interesting resolution. |

|The key questions the students will investigate through this unit of work are: |

|What are the key features of a narrative and why are they significant? |

|How does descriptive language to improve the setting, characters and plot in a narrative? |

|How can you create excitement, extreme feeling, mood and imagery in narratives? |

|Ways of working |Knowledge and understanding |

|Interpreting texts |Reading and viewing |

|identify the relationship between audience, purpose and text|Reading and viewing involve using a range of strategies to interpret and appreciate written, visual and multimodal texts in personal and community contexts. |

|type |Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, |

|Identify main ideas and the sequence of events, and make |identifying main ideas, inferring, monitoring, summarising and reflecting. |

|inferences |Writing and designing |

|interpret how people, characters, places, events and things |Writing and designing involve using language elements to construct literary and non-literary texts for audiences in personal and community contexts. |

|have been represented and whether aspects of the subject |The purpose of writing and designing includes entertaining, informing and describing |

|matter have been included or excluded |Text users make choices about grammar and punctuation, to make meaning. |

| |Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, |

|Constructing texts |proofreading, publishing and reflecting |

|construct literary and non-literary texts by planning and |Language elements |

|developing subject matter, using personal, cultural and |Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print-based, electronic and |

|social experiences that match an audience and purpose |face-to-face modes (speaking and listening, reading and viewing, writing and designing) in personal and community contexts. |

| |Paragraphs separate ideas in texts and contain a topic sentence. |

|(The highlighted ‘Ways of Working’ are the main focus for |A sentence can be simple, compound or complex |

|this unit- students have previously covered other ways of |Sentences can indicate what is happening (verbs), who or what is taking part (nouns), what it looks like (adjectives), and the circumstances surrounding the |

|working criteria) |action (prepositional phrases and adverbs) |

| |Literary and non-literary texts |

| |Making choices about literary and non-literary texts involves identifying the purpose, audience, subject matter and text structure. |

| |Narratives have structural features that set the scene, introduce and describe characters and plot (orientation), describe events or actions leading to a |

| |problem (complication), and describe how and why a problem is solved (resolution). |

|Procedural Knowledge |Declarative Knowledge |

|Complete a diagnostic test |The importance of reading narratives |

|Read and identify a narrative |Purpose and function of common and proper nouns |

|Recognise and use nouns effectively in sentences |Purpose and function of adjectives |

|Recognises and change adjectives in text |Purpose and function of verbs |

|Identify action, state-of being and help verbs |Purpose and function of adverbs |

|Complete sentences using adverbs |What simple and compound sentences are |

|Write sentences using adjectives, nouns, verbs, and adverbs |A think aloud strategy to help understand (comprehend) a text reading |

|Write simple and compound sentences |The text structure of a narrative text |

|Identify simply and compound sentences |How to reconstruct a narrative text that has been deconstructed |

|Complete a closed task to comprehend meaning of a text |How to plan and design a unique narrative |

|Identify the different parts of a narrative text |How to use paragraphing to increase the quality of narratives |

|Write and orientation of narrative |The importance of editing/checking work |

|Rearrange a jumbled narrative text to its correct sequence | |

|Use a narrative story planner to identify key features of a narrative | |

|Draft a narrative using paragraphs | |

|Edit their narrative | |

|Edit their peers narrative | |

|Create a unique narrative from a stimulus | |

|Design/ invention process | |

|Develop assessment |Make judgments |

|Type of assessment |What will be assessed |DoL 3 & 4Focus |Assessable elements/criteria |Desirable features in student work |

|KWL and Pre-Test |Students prior knowledge of narratives and grammar (noun, |Dim 3- Classifying |What the students already know |Students prior knowledge of the |

|(Diagnostic) |adjectives, adverb, verb) | | |content- identifys strengths and |

|(Assessment strategy 1) | | | |areas weaknesses |

| | | | | |

| | | |Knowledge and understanig of concepts, facts |Reflective thinking |

| | |Dim 4- Invention: help students |and opinions about text | |

|Reading journals |Ability to respond to texts through critical thinking and |understand the process of | |Understands the text structure of a|

| |personal responses |invention |Knowledge and understanding of applying |narrative |

| | | |structural features to write a story that | |

| |To demonstrate an understanding of planning ideas to write a|Dim 4- invention: providing |fits a purpose | |

|Unique Narrative |narrative |students with a model | | |

| | | |Knowledge and understanding | |

| | | | |Understaqnding of conceptsand |

|Observations |Observe completion of work tasks, and student understanding | | |opportunity for deeper thinking in |

| |of content | |Knowledge and understanding |student learning |

| |Knowledge of concepts | | | |

| | |Dim 4- Invention: help students | | |

|Classroom activities/ Group activities/ |Knowledge of concepts |foucs of difficult aspects of |Knowledge and understanding | |

|work samples/ discussions |Understanding of nouns, verbs, adverbs, adjectives |the process | |Examination of students strengths |

| | | |Knowledge and understanding of grammatical |and weaknessess of understanding of|

|Anecdotal notes on student work |Knowledge of concepts | |structure and ability to infer meaning of a |grammatical choices |

| | | |text | |

|Mid- unit test- | | | |Ability to infer meaning of a text |

| |Understanding of grammatical choices within sentences- |Dim 3- abstracting | | |

| |nouns, verbs, adverbs, adjectives and reading comprehension| | | |

| | | | |Ability to use a structure to |

| | | | |organise work |

| | |Dim 4- Invention: provide |Knowledge and understanding of interpreting a| |

|(Assessment Strategy 2) |Ability to comprehend a text and infer meaning |students with a graphic |text | |

| | |organiser | |Ability to provide elicit opinions |

| | | | |and understanding about key |

|Feedback on mid-unit | | | |concepts |

| |Understanding of planning ideas for the orientation, | |Knowledge and understanding of constructing | |

|Graphic organiser work sample |complication and resolution of a narrative | |texts |Abilty to use the invention process|

| | | | |to create a unique narrative with |

| | |Dim 3- inductive reasoning- | |correct text strucutre (Use Rubric |

| |Understanding of concepts |peers make general conclusions |Knowledge and understanding of purpose of |as a guide to making judgement) |

|Sentence stems | |and observations about students |text strucutre | |

| | |narratives | |Ability to infer meaning of a text |

| |Understanding of how to construct a narrative | |Knowledge and understanding of constructing |(Use Rubric as a guide to making |

|Narrative | |Dim 4- Invention- use student |texts |judgement) |

| | |structured tasks | | |

| | | | | |

| |Understanding of variety of active writing strategies | |Knowledge and understanding of constructing | |

| | |Dim 4- Invention- use teacher |texts: edits and proofreads | |

|Student peer assessment/ anecdotal notes| |strucuted tasks | | |

|(Assessment Strategy 3) | | |Knowledge and understanding of interpreting a| |

| |Ability to comprehend a text and infer meaning | |text | |

| | | | | |

|Comprehension test | | |Knowledge and understanding of constructing | |

|(Summative Assessment) |Ability to construct a narrative with understanding of | |texts | |

| |purpose, sequence, , grammar and representation of people | | | |

| |and place | | | |

|Unique short story | | | | |

|(Summative Assessment) |Plans a story, demonstrating an understanding of narrative | | | |

| |structural features, language elements and publishing | | | |

| |processes |Dim 5- thinking flexibily | | |

| | | | | |

| |Writes, edits and proofreads a story that shows planning, | | | |

| |maintains purpose, builds from the orientation and uses | | | |

| |language elements. | | | |

| | | | | |

| |Inform the students of where and how their learning and | | | |

| |performance can be improved | | | |

| | | | | |

|Feedback on short story | | | | |

| | | | | |

| | | | | |

| | | |Knowledge and competence | |

|Specific student needs and modifications |

|Specific students/groups |Adjustments, modifications and considerations |

|Extension Students |- Provide students with advanced texts |

|(Higher- achieving students) |- Students can choice own topic for creative writing instead of using stimulus |

| |- Enrichment and extension program (students create portfolios, complete research projects, research |

| |questions and/or create presentations) |

| |- State writing competitions |

|Vision Impaired- (not major loss) |- Seat student in front of the class |

| |- Offer to read written information for student if teacher aide not available |

| |- ensure a wide selection of magnifying devices are available to assist in reading or working with |

| |objects that need to be observed. |

| |- Provide a screen reader for computer screens |

| |- When providing student with handouts- ensure larger font is used |

|ASD Student- (Autism Spectrum Disorder) |- Provide student with daily routine |

|II (Intellectual Impairment) |- Allow extra time for student to complete tasks and assessment items |

|IEP (Individual Education Plan) |- Provide student with graphic organizer- teacher aide can scribe for the student |

| |- Student can chose his own topic for assessment item |

| |- Student to complete his work in quiet area away from other students and distraction |

| |- Student can use computer to assist with completing writing tasks |

|SLI Student |- Seat student at the front of the class- monitor the student to ensure they have followed and |

|(Speech- Language Impairment) |understands your verbal instructions |

| |- Separate student with potential disruptive students to deter disruptions |

| |- Allow extra time to complete work and assessment items |

| |-Provide student with a diary and class routine |

|Support Students |- Students attend learning support once a week |

|(Students who need extra |- Allow a little extra time to complete tasks |

|support with literacy skills) |- Use higher achievers as mentors and peer assessment |

| |- Provide verbal and written explanations and feedback of tasks |

|Learning experiences and teaching strategies |DoL 3 & 4 focus |Checks for learning (what will be |

| | |checked, how, using what strategies & |

| | |tools)? |

|Start of every lesson: | | |

|Discuss prior learning from the previous lesson | | |

| |Dim 1- Perceive tasks as valuable and interesting- | |

|Lesson 1- Introduction to the topic/ unit and assessment |informing students what they need to know to be successful|Students view criteria so they can use |

|Inform students by the end of this lessons they will: |in the summative tasks |it as a checklist to monitor own |

|Know the assessable elements required to complete the culminating tasks | |learning and set goals. |

|Complete a diagnostic test to see their strengths and weaknesses |Dim 5- Plan appropriately- identifying the steps need to | |

|Read and identify a narrative |achieve the goal of successfully completing the summative | |

|Introduction: |tasks |Discussion on what students want to |

|Create a KWHL chart on what they know about Narrative writing and what we want to know. | |know and how it will be covered |

|- Students access their prior knowledge and misconceptions about narrative stories. |Dim 2-Construct meaning: | |

|Introduce and explain assessment and learning for Unit- making a class book of narratives (individual task). |Teaching strategy- KWL | |

|Provide students with assessable elements and criteria sheet- read and explain. Students provide a strength and a weakness. |Dim 3- Classifying | |

|Pre-test to gauge students abilities and needs | | |

|Body- |Dim 1 – Classroom tasks- student goals | |

|Continue the discussion about narratives by asking leading questions such as why do we read stories and what are the things | | |

|that happen in a story that make us interested in it. |Dim 5- Critical thinking- respond appropriately to others | |

|Read a story as a class and talk about it |feelings and knowledge | |

|Discuss the purpose of the texts and how they are intended to make a reader feel. Draw out language associated with the | | |

|emotions the texts are attempting to provoke, for example anger, pity, jealousy, excitement. Ask children to support their |Dim 1- providing students with clear expectations of |Formative Strategy 1- Diagnostic pre- |

|responses with evidence from the text. |performance levels |assessment |

|Share opinions about the enjoyment and appreciation of storytelling. | | |

|Students record ideas, information and representations and maintain reading journal throughout unit. |Dim 1- Organise- note taking strategies, providing | |

|Conclusion – Clarify any misconnects and discuss students’ favourite narratives they have read. |students with questions |On-going observations throughout unit. |

|*Formative Assessment Strategy 1 | |Describes student learning relative to |

| |Dim 5- Creative thinking- students generate a new way of |concept development |

|Lesson 2- Nouns |viewing a story | |

|*students previously covered concept in depth. This is a revision lesson to activate prior knowledge | | |

|Inform the students by the end of this lessons they will: | | |

|Know the purpose and function of nouns | |Mark work samples- are the students |

|Recognise and use nouns effectively in sentences |Dim 2- Construct meaning of vocabulary terms |understanding the knowledge. It |

|Introduction- Revise what a noun is and the difference between common and proper nouns. Students add all definitions to |Organise: create a physical representation of the term |provides instant feedback to students |

|reading journal and recall/ reflect at end of lesson. | |and allows an opportunity for deeper |

|Give students an example and they write their own. |Dim 2- |thinking and provides significant |

|Tell students that common nouns are not capitalized and proper nouns are capitalized. |Construct Models: provide a written representation of the |insight into the degree and depth of |

|Ask students to sit “prim and proper.” Students will sit up straight and tall. Tell them that proper nouns are |term |understanding |

|“tall”—capitalized. | | |

|Ask students to sit their “normal, common way.” Students will slouch a bit in their chairs. Tell students that common nouns | | |

|are “short”—not capitalized. |Shape: create opportunity to use term and provide |Anecdotal notes on students work- to |

|Say a few common and proper nouns aloud or have them on the overhead. Ask students to sit like a common noun or sit like a |feedback |provide instant feedback |

|proper noun. |Internalise: practice | |

|Body- Determining a noun activity- PowerPoint | | |

|Recognising nouns in sentences- sentences on board |Dim 5- Persistence- ensure students are writing extended | |

|Writing sentences using nouns- put a word on the board |sentences. If students preserve, they are more likely to | |

|- Explore different types of sentences and the effect of varying sentence length (composing compound sentences). |gain knowledge and the skill will not be difficult to | |

|Conclusion- Check for clarity, ensure all students have gained knowledge of common and proper nouns |master. | |

| | | |

|Lesson 3-Adjectives |Dim 1 – classroom climate- opportunity for students to | |

|*students previously covered concept in depth. This is a revision lesson to activate prior knowledge |work with peers |Check for student understanding- have |

|Inform the students by the end of this lessons they will: | |students highlighted adjectives |

|Know the purpose and function of adjectives |Dim 2- Construct meaning of vocabulary terms |correctly? |

|Recognise and change adjectives in text |Organise: create a physical representation of the term | |

|Introduction- Define what an adjective is- |Store: use the information immediately | |

|Adjectives are words that describe the noun Eg: good, beautiful, blue. |Dim 5- HOM thinking flexibly- Push the students to | |

|Create webs by describing different fruit- students are to work in groups and to use dictionary and thesaurus |consider alternative points of view and options in their | |

|Remind students of HOM- thinking flexibly- add a little bit more to their ideas, be persistent |learning and thinking | |

|Body- Students look at books you have selected and choose one that is interesting to them. Students rewrite a page from | | |

|that book to work, highlighting the adjective. Students rewrite the section of text changing the adjectives | |Check for student understanding- can |

|Conclusion- Briefly discuss how common adjectives describe an object sufficiently, but often more descriptive alternatives | |students change a verb to past tense? |

|provide richer details. These details help to enhance writing allowing readers to “see” what the author is describing- give | | |

|an example | | |

| | | |

|Lesson 4- Verbs | | |

|*students previously covered concept in depth. This is a revision lesson to activate prior knowledge | | |

|Inform the students by the end of this lessons they will: |Dim 2- | |

|Know function and purpose of verbs |Construct Models: provide a written representation of the | |

|identify action verbs, state-of-being, and helping verbs |term | |

|Introduction- Define what a verb is- A verb is an action word. A verb tells what the subject does, is, or what happens to it|Shape: create opportunity to use term | |

|Ask students why do we use verbs in sentences? | | |

|Body- Write sentences on the board, and have the students figure out the action words. |Internalise: students practice | |

|To reinforce understanding of basic verb identification, have students write their own sentences on the board and pick out | | |

|the noun (previous lessons) and verb in each sentence |Dim 2- Construct meaning of vocabulary terms | |

|Explain helping verbs- these are verbs that are difficult to identify and correctly use. Tell students to pay special | | |

|attention to these types of verbs |Store: use the new knowledge immediately | |

|Explain verb Tense (Present/past)- | | |

|Changing verbs from present to past |Dim 2- |Collect work sample- do the students |

|Write present sentences on board, students are to change sentence to the past |Construct Models: provide a written representation of the |have understanding of adverbs and how |

|Conclusion-Ask them higher-order thinking questions to assess their understanding of verbs |term |to use them correctly in sentences? |

|What does a verb do in a sentence? |Shape: create opportunity to identify the term | |

|What are the different types of verbs? |Internalise: practice | |

|How can you distinguish between an action verb and a state-of-being verb? (comprehension) | | |

|How will you use what you have learned in this lesson to write better sentences? (application) |Productive pedagogy- higher order thinking- students | |

| |combine facts and ideas and explain their reasoning | |

|Lesson 5- Adverbs | | |

|*students previously covered concept in depth. This is a revision lesson to activate prior knowledge | | |

|Inform the students by the end of this lessons they will: | | |

|Know purpose and function of an adverb |Dim 2- Construct meaning of vocabulary term | |

|Complete sentences using adverbs |Organise: create a physical representation of the term | |

|Write sentences using adjectives, nouns, verbs and adverbs |Store: use the information immediately | |

|Introduction- Define an adverb- |Dim 1- Using a varied activities to cater for individual | |

|Adverbs tell you how, where, or when something is done. In other words, they describe the manner, place, or time of an |differences | |

|action. |Dim 2- Construct Models: provide a written representation |Check for student level of |

|Body- Complete the sentences by using the correct adverb- Interactive whiteboard |of the term |understanding- are the students capable|

|Test- (noun/adverb/adjective/verbs) |Shape: create opportunity to use term in sentences- |and confident in writing compound |

|Conclusion- Ask students how they could mentally remember what a noun/adverb/adverb/verb using mental cues- give an example |provide feedback to students |sentences? |

|(adjective- you ‘ad’ to a word to make it interesting |Internalise: practice | |

| | | |

| | | |

|Lesson 6- Simple and compound sentences |Dim 2- Construct Meaning of terms | |

|*students previously covered concept in depth. This is a revision lesson to activate prior knowledge |Organise- create physical representations | |

|Inform the students by the end of this lessons they will: |Store- use the link strategy- simple 1, compound 2 | |

|What simple and compound sentences are |Dim 2- Construct Models- provide written representations | |

|Write simple and compound sentences |Shape- use the knowledge and provide individual feedback | |

|Identify simple and compound sentences |Internalize- practice | |

|Introduction- Define simple and compound sentences (Students to write definition into their books) | |How well can students infer meaning |

|-A simple sentence is a sentence that had one subject part and one predicate part. |Classroom management skill 2- giving clear, concise |from text? Or do they just recall |

|-A compound sentence is a sentence that contains two or more simple sentences joined by and, or, or but. |instructions to students |knowledge? |

|Body- Provide students with sentences. Students are to explain which sentence is simple and which is compound and reason | | |

|why. |Dim 5- HOM thinking flexibly- Push the students to | |

|A topic is chosen (sport, pets etc). Students write 1 simple sentence on a strip of paper and place in a container. Students|consider alternative points of view and options in their | |

|write 1 connecting word (and, but, yet)on a separate strip and place in a different bowl. Students pick out 2 simple |learning and thinking | |

|sentences and a connecting word and join them together. | | |

|Each read their sentence and discuss the compound sentence they created. | |Formative Assessment Strategy 2- to |

|Students to complete activity on PowerPoint |Dim 2: |examine students strengths and weakness|

|1- Identify if the sentences are simple or compound |Construct Meaning- students experience content by |of content covered to date- what |

|2- Write a simple sentence |listening and observing an example |students need extra support? |

|3- Write a compound sentence |Organise- help students understand the importance of | |

|Conclusion- Ask students’ what’s a good clue you can use to remember simple and a compound sentence. |gaining knowledge of what they read |Feedback on formative assessment |

|Inform students as they are in year 4 they should be using more compound sentences in their writing. |Store- Providing a mnemonic for the strategy |(verbal and written)- helps students to|

| |Dim 4- invention: providing students with a model |determine their strengths and weakness/|

|Lesson 7- Reading Comprehension Lesson | |areas for improvement for summative |

|Inform the students by the end of this lessons they will: |Dim 2: |assessment |

|Know a strategy to help with their reading comprehension |Construct Models- model an example, use think aloud | |

|Answer questions to a text to comprehended and infer meaning |strategy | |

|Introduction- Express the importance of reading and understanding what you have read. Present the term “think-aloud” to your|Shape- point out common errors and mistakes, help develop | |

|students. Have them brainstorm what they think it might mean. Ask students to report how it might be applied to reading. |conceptual understanding to use the skill | |

|Model a think-aloud by presenting a poem on PowerPoint Read each line out loud to the students, stop and vocalize “thinking|Internalize- give students opportunity |Graphic organizer work sample- used to |

|aloud” about the poem. | |show a student’s thought process |

|Body- Provide the students with reading comprehension task to complete individually- do one for an example as a class, than |Dim 4- Invention: help students foucs of difficult aspects|through understanding the concept |

|individual tasks |of the process | |

|Monitor student’s response by walking around the room. |Dim 3- abstracting | |

|Encourage and reinforce the think-aloud strategy |Dim 2: | |

|Ensuring students are answering questions using deeper thinking and high-order thinking skills |Construct Meaning of vocabulary terms |Reading journals- developed throughout |

|Conclusion- Check students’ response to questions. Give an example of higher-order thinking process for answering questions.|Organise- use graphic organiser |unit to express in writing their own |

|Explain to students reading and understanding what they have read is an important skill to acquire. |Store- associate meanings with same meanings |person interests and insights and build|

|*Formative Assessment Strategy 2 | |on the skills. Helps students better |

| |Dim 4- Invention: help students understand the process of |understand their own learning. |

|Lesson 8- Narrative text structure |invention | |

|Inform students by the end of this lessons they will: | | |

|Know the structure of a narrative text |Dim 2: | |

|Identify the different parts of a narrative text |Construct Models- provide example | |

|Write an orientation of narrative |Shape- highlight key terms | |

|Introduction- Discuss each part of a narrative: Orientation, complication, resolution. Students copy definitions into |Internalize- students practice the skill | |

|journals for future reference | | |

|Body- Present the students with the example of text with highlight each section |Productive pedagogy- | |

|Complete activates using interactive whiteboard/ PowerPoint: |Higher-order thinking (students combine facts and ideas |Graphic organizer work sample- |

|1. The different parts of a narrative- match with the definition |and explain information) |understanding of text structure |

|2. Circle the words that mean the same activity (adventurous, narrative, orientation, complication, resolution) |Dim 2: | |

|3. Using the example model/show to identify and highlight the orientation, complication and resolution sections on the text.|Organise- provide students with physical representation of| |

|Extension- students to write a short narrative circling the 3 different parts |information | |

|Conclusion- Provide students with a title of a narrative and ask the students to write an orientation that matches the | | |

|scenario. Students share their orientation scenarios in a writers circle and clarify understanding of narrative text |Dim 2: | |

| |Construct Models- model an example | |

|Lesson 9- Reconstruct a narrative in correct sequence |Shape- create opportunities for student to practice the |Summative Assessment- Interpreting a |

|Inform students by the end of this lessons they will: |skill than provide feedback |text: gauge student learning relative |

|How to reconstruct a narrative to its correct sequence |Internalize- Massed practice |to content standards |

|Rearrange a jumbled narrative text to its correct sequence | | |

|Introduction- Cut and jumble a short narrative into segments in front of the class (3 pieces) |Productive pedagogy- |Feedback on summative task- informs |

|Read each segment to the class and ask students to recall their last session about the structure of a narrative |Exploring deep understanding and problematic knowledge |students of where and how their |

|(Orientation, complication, resolution). | |learning and performance can be |

|Ask students to stick the story in order- blue tack to whiteboard. Draw a graph along the bottom of the narrative to |Dim 1 – classroom climate- opportunity for students to |improved |

|illustrate the climax of the complication and going back down when the problem is being solved. |work with peers | |

|Example: | |Work sample- sentence stems- provides |

| |Dim 2: |student evidence of elicit opinions and|

|Body- Students are grouped into pairs. They work together to sequence narratives that have been cut out and segmented. Then |Construct Meaning- use instructional scaffold technique |understandings about a key concept |

|they categorise the text into the headings of Orientation, Complication and Resolution |Organise- provide graphic organiser, creating physical and| |

|Conclusion- To confirm understanding, ask students to think about the story of ‘Little Red Riding Hood.’ |pictorial representation of information | |

|Students are to write the Orientation, Complication, resolution. Share aloud all groups’ responses. |Store- using a structured organiser to store information | |

| |Dim 4- Invention: provide students with a graphic | |

|Lesson 10- Read a book as a class- Students individually complete narrative story planner |organiser | |

|Inform students by the end of this lessons they will: | | |

|Know how to plan a narrative |Dim 5 – Be clear and seek clarity- ensure students | |

|Use a narrative story planner to identify key features of a narrative |understand the task. Learning is enhanced when students | |

|Introduction- Read story aloud as a class and explain that it is an example of a narrative. Leads discussion of the features|monitor the extent they understand the information. | |

|of the narrative: |Dim 5- Plan appropriately- identifying steps needed to | |

|-What is the complication within the story? |achieve a task | |

|-What is the resolution? |Dim 2: | |

|Class uses a scaffold (narrative story planner) to identify the key features of the narrative- Complete one as a class |Construct Models- provide an example |Check for understanding of a variety of|

|example |Shape- create opportunity for student to use skill and |active writing strategies |

|Body- Class set of narrative-students individually read and complete the scaffold planner |provide students with feedback | |

|Extension students- start drafting a plan (using narrative story planner) for their own narrative |Internalize- understanding the importance of using skill | |

|Support students- work in pairs |with the planner | |

|Conclusion- Class discussion on the use of a scaffold for planning | | |

|Will it be helpful in writing a narrative? |Dim 4- Invention- use teacher strucuted tasks |Formative Assessment Strategy 3- helps |

|*Summative Assessment- Interpreting texts | |create a learning community within the |

| |Classroom Management |classroom. Students are engaged in met |

|Lesson 11- Planning a story using paragraphs |Skill 6- encourage good student learning |cognitive thinking |

|Inform the students by the end of this lessons they will: | | |

|Know how to use paragraphing to increase the quality of their personal narratives |Dim 1- Classroom tasks- students interest |Summative Tasks- creating a unique |

|Draft a narrative using paragraphs | |narrative- guage students learning |

|Introduction- Model an example of a narrative without paragraphs for several seconds, and then switch with the same |Dim 2: |relative to content standards |

|narrative text with paragraphs. |Construct Meaning- give opportunity to create mental | |

|Ask students which piece seems easier to read. Explain that writers use paragraphs to help readers understand their stories |images |Feedback on summative task- informs |

|better. |Organise- help students identify the pattern in writing |students of where and how their |

|Students examine a piece narrative text to determine how authors decide to start new paragraphs. |paragraph (one idea) |learning and performance can be |

|Students complete sentence |Store- discuss with students what should be remember |improved |

|“Narrative authors start new paragraphs when ...” |because it is important- sentence stem activity | |

|Listen to students responses. |Teaching strategy- sentence stems | |

|Further add that writers start new paragraphs when | | |

|- a new event begins, |Dim 2: | |

|- the story switches between plot and setting and/or a character description |Construct Models- provide an example and scaffold planner | |

|Body- Students view the summative task stimulus again |Shape- give student opportunity to create a narrative and | |

|Students use the Narrative Story Planner to start planning a narrative about this picture. |provide feedback | |

|Ask the students |Internalize- provide time to practice (write a good copy) | |

|What is your title for your narrative? | | |

|What will be its orientation? |Dim 1 – Provide clarity about tasks | |

|What will be its complication? |Dim 2- think aloud process to acquire and integrate | |

|How will you resolve your story? |knowledge | |

|Encourage the students to organise their writing into paragraphs to distinguish between different information, events or |Dim 3- inductive reasoning- peers make general conclusions| |

|ideas. |and observations about students narratives | |

|Use adverbs and conjunctions to establish cohesion within paragraphs. |Dim 4- Invention- use student structured tasks | |

|Conclusion- Students share their narratives ideas with the class- listening students identify the orientation, | | |

|complication, resolution. |Dim 2: | |

| |Construct Meaning- understand the importance of the skill| |

|Lesson 12- Editing and Proof reading |Organise- present the information as it appears in text | |

|Inform the students by the end of this lessons they will: |Store- acknowledging the importance for better marks, | |

|Know the importance of editing/checking work |students imagine emotions associated with the information | |

|Edit their own writing and their friends narrative | | |

|Introduction- Ask when you proof read and edit you work what do you look for? |Teaching strategy- Think/pair/share strategy | |

|Model how you read and edit your work using example |Dim 5- Respond appropriately to feedback- listen to peers | |

|Body- Ask students to read and edit their own narratives from last session using a red pen. |remarks with an open-mind because you value their input | |

|Checking for spelling, punctuation, capital letters to begin a sentence, commas, quotation marks, capital letter at the |Dim 2: | |

|beginning of a name. |Construct Models- model an example | |

|Once edited own work, swap your narrative with your peer. |Shape- create opportunities for students to use the skill-| |

|Conclusion- Did they think it was a helpful activity? |feedback | |

|Inform and encourage students this practice should be done with all their writing. |Internalize- repeat the skill/ practice | |

|It will improve their marks/results. | | |

|Children word-process their finished stories for publication in a class book. | | |

| | | |

|*Formative Assessment Strategy 3 | | |

| | | |

|Future Lessons: | | |

|Students complete cumulating task- creating a unique narrative from a stimulus | | |

|Once students narratives are completed and marked, hand Narrative back to students to provide positive and constructive | | |

|feedback- written and verbal | | |

[pic]

Task description:

Your task is to use the stimulus to create a unique short story for our class ‘Big Book of Narratives.’

Our ‘Big Book of Narratives’ will be published and displayed in the school library for other students to read and enjoy!

You are to plan, draft and construct your own unique narrative with an identifiable series of events and an interesting resolution.

Conditions:

Your narrative text needs to include:

• An identifiable series of events

• A climax (complication)

• An interesting resolution

• A variety of simple and compound sentences

• Descriptive language

• Think about the characters and where they are

What I am looking for:

Your knowledge about narrative text structure

Correct grammar, punctuation and vocabulary

Due Date/s:

Narrative Story Planner Monday 12th September

First draft Monday 19th September

Final Copy Monday 26th September

Remember to:

• Use the story planner, plan your story before you start

• Use high modality verbs and adverbs

• Proofread your narrative before you think you have finished

Elaboration of your task will be discussed throughout class time

Year 4

End of Unit Reading Comprehension

Short Answer Response

Name:_______________ Date:___________

Instructions:

1. Follow and listen to the teacher read the questions

2. Follow and listen to the teacher read the following text

3. Re-read the text to yourself

4. Complete the short answer questions by ‘reading between the lines’ of the text

5. Use sentences, correct punctuation and spelling when answering the questions

John Brown, Rose and the Midnight Cat

Story by Jenny Wagner

Rose’s husband died a long time ago. Now she lived with her dog. His name was John Brown.

John Brown loved Rose, and he looked after her in every way he could. In summer he sat under the pear tree with her.

In winter he watched as she dozed by the fire. All year round he kept her company.

‘We are all right, John Brown,’ said Rose.

‘Just the two of us, you and me.’

One night Rose looked out of the window and saw something move in the garden.

‘What’s that in the garden, John Brown?’ she said.

John Brown would not look.

‘Out there,’ said Rose. ‘I think it’s a cat.’

‘I don’t see any cat,’ said John Brown.

‘I’m sure it’s a cat. Go and give it some milk.’

‘There’s nobody there,’ said John Brown.

But that night, when Rose was safe in bed, John Brown went outside. He drew a line aroung the house and told the midnight cat to stay away.

‘We don’t need you, cat,’ he said.

‘We are all right, Rose and I.’

The next night Rose saw the midnight cat as he slipped through the shadow of the pear tree.

‘Look, there he is, John Brown,’ she said.

‘Don’t you see him now?’

But John Brown shut his eyes.

Rose sighed and packed up her knitting.

Then she wound up the clock and took the milk bottles out.

John Brown followed her.

‘I’m sure there’s no cat,’ he said.

But Rose saw the midnight cat often after that.

Every night, when John Brown was not looking, she put out a bowl of milk.

And every night, when Rose was not looking, John Brown tipped it out again.

‘You don’t need a cat,’ he said.

‘You’ve got me.’

One night the midnight cat jumped up at the window and rubbed his back against the glass. His eyes were like lamps, and his fur shone against the ragged sky.

‘Look, John Brown!’ said Rose. ‘Isn’t he beautiful? Get up and let him in.’

‘No!’ said John Brown, and pulled the curtains shut.

‘No, I won’t let him in.’

Next morning Rose did not get up. John Brown waited in the kitchen for his breakfast, and nothing happened. He went to what was wrong.

‘I’m sick,’ said Rose. ‘I’m staying in bed.’

‘All day?’ said John Brown.

‘All day and for ever,’ said Rose.

John Brown thought. He thought all through lunch time and when supper time came, he was still thinking. An hour past supper time he went back to Rose, and woke her gently.

‘Will the midnight cat make you better?’ he asked.

‘Oh yes!’ said Rose. ‘That’s just what I want.’

John Brown went out to the kitchen and opened the door, and the midnight cat came in. Then Rose got up and say by the fire, for a while. And the midnight cat sat on the arm of the chair and purred.

Wagner, J. (1977) John Brown, Rose and the Midnight Cat. Camberwell, VIC: Puffin Books

1. Why did John Brown tip put the milk?

_______________________________________________________________________

[pic]

_______________________________________________________________________

2. Why did Rose want the cat?

_______________________________________________________________________

[pic]

_______________________________________________________________________

3. How do you think the cat was feeling when he wanted to come inside?

_______________________________________________________________________

[pic]

_______________________________________________________________________

4. Why do you think Rose was sick?

_______________________________________________________________________

[pic]

_______________________________________________________________________

5. How do you think John Brown and the cat get along?

______________________________________________________________________

[pic]

______________________________________________________________________

6. Will the cat being in the house change how Rose treats John Brown?

______________________________________________________________________

[pic]

______________________________________________________________________

Teacher Comments:

Assessment Task Criteria Sheet- Year 4

Writing Stories

This criteria sheet is used for making judgements about both assessments tasks

1- Unique Narrative

2- Comprehension Short Answer Response

Student Name: Teacher: Date:

|Criteria |

|Contextual features |Student has a comprehensive knowledge and |Student has shown a detailed |Student has a general knowledge and|Student has developed a basic |Student has limited knowledge and |

|- Purpose and audience |understanding of the purpose, audience and|knowledge and understanding of the |understanding of the purpose, |awareness of the purpose, |understanding of the purpose, |

| |subject matter of a narrative text |purpose, audience and subject |audience and subject matter of a |audience and subject matter of a |audience and subject matter of a |

|(Unique Narrative) | |matter of narrative text |narrative text |narrative text |narrative text |

|Text structure of narrative |Student logically organises the title, |Student has organised and linked |Student has organised their |Student writes using some relevant |Student writing contains no |

| |orientation, complication and resolution. |ideas using title, orientation, |narrative using title, orientation,|features of a narrative including |recognisable structure of a |

| |A well-sequenced and detailed story that |complication and resolution. |complication and resolution of a |title, orientation and complication|narrative. Establishes no real |

| |is clearly organized- well developed plot,|The story is logically sequenced- |narrative. Minimal detail about |with little detail and basic story |plot, setting or character |

| |setting and character descriptions. |establishes plot, setting and |plot, setting and character |line. Establishes a weak plot, |descriptions. |

|(Unique Narrative) | |character descriptions. |descriptions. |setting and character descriptions | |

|Constructing Texts |

|Language elements |Student decisively uses skilful |Student purposefully and |Student Appropriate and competent |Student is developing the use of |Student has used limited language |

|Text structure, cohesion, |manipulation of language elements to |effectively uses language elements |use of language elements to engage |appropriate language elements. |elements. |

|grammar, |successfully engage the audience. |to successfully engage the |the audience. | | |

|Vocabulary, spelling and | |audience. | | | |

|punctuation | | | | | |

|(Unique Narrative) | | | | | |

|Proofreading and editing |Student independently and effectively |Student independently used the |Student used the drafting procedure|Student attempted to use the |Student was not competent in using |

|- editing checklist |used the drafting procedure to produce a |drafting procedure to produce a |to produce a sound narrative with |drafting procedure to produce a |the drafting procedure to proofread|

| |high quality narrative with minimal errors|quality narrative with a few |mistakes. |narrative. |and edit narrative |

|(Unique Narrative) |Completed peer- assessment successfully |mistakes. |Contributed to peer-assessment | | |

| | |Completed peer- assessment. | | | |

|Interpreting Texts |

|Inferring texts |Student is able to analyse and interpret |Student is able to thoughtfully |Student makes some connections in |Student makes simplistic, |Student is unable to analyse and |

| |texts in an insightful manner. Student is |interpret texts. Student is able |order to anaylze and interprets |superficial and limited connections|interpret texts. Student is unable |

|(Reading Comprehension Test) |able to comprehend and reflect upon the |to comprehend and reflect upon the |texts. Student is able to |in order to analyse and interpret |to comprehend and reflect upon the |

| |author’s perspectives, purpose and mode in|author’s perspectives, purpose and |comprehend and reflects upon the |texts. Student attempts to |author’s perspective. |

| |a comprehensive way. |mode in a coherent way |author’s perspectives, purpose in a|comprehend and reflect upon the | |

| | | |satisfactory way. |author’s perspectives. | |

Comments:

Assessment Justification

Matters (2005) quotes, “a design process requires design criteria.” He suggests that the design criteria for assessment are intellectual quality, authenticity, accessibility and credibility (Matters, 2005).

Intellectual Quality

The cognitive and affective expectations of an assessment task relates to the required thinking skills and required knowledge and understanding of the task. “The intended cognitive expectations of the task must be clear to students” (Matters, 2005). One of the Department of Education’s Productive Pedagogies is intellectual quality (Education Queensland, 2002), which is a strategy to develop skills that enable students to construct knowledge and produce discourse that have meaning or value beyond success in school (Teo & Kramer-Dahl, 2011). In this unit students are required to create a unique narrative

In the learning experiences students are not only learning how to write a narrative they are being taught strategies how to think and comprehend, for example, the think-aloud strategy.

In addition, through tasks like the closed activity and re-constructing a narrative in logical order, it is not only providing students with the structures for writing but for thinking and understanding how language works, structural patterns and cohesive links of a text structure. The collaborative learning activities also lead to shared and purposeful building up of knowledge and understanding. The culminating tasks in this unit provide students with the platform to manipulate the information or ideas presented to them by synthesizing, hypothesizing, drawing conclusions and making meaning. When students are learning they are operating at the higher levels of Blooms Taxonomy (Blooms, 1956). Students are required to apply the knowledge learnt to create a narrative. Students operate in the synthesis level of the taxonomy which encourages creative thinking and creative writing.

Authenticity

The authenticity of an assessment task focuses on the context and mode of the task, how it entices and engages students, its valued purpose and relevance (Matters, 2005). The culminating task is significantly meaningful for the students. The task gives the students the opportunity to write a class collection of narratives to publish for an authentic audience which are younger grades in the school. The published class ‘Big Book of Narratives’ will be available to all students at the school library. This gives the final product a real-life purpose. One of the most common forms of authentic writing that exist in the world is narrative writing (Peha, 2003). When students create narratives they interpret events, draw connections between own experiences and experiences of others, create meaningful conclusions and they explore own beliefs and world views in ways that their audience will find entertaining (Peha, 2003).

The task incorporates the Dimension 4 Invention complex reasoning process from DoL. The invention process involves and encourages creativity and problem-solving skills in meaningful use of acquired knowledge (Marzano & Pickering, 2009). In developing this complex reasoning process, students develop skills that are required of them in real-world contexts. The skills acquired by using this skill are creativity, decision making process, problem solving and critical thinking, which are all life skills that students will need (Marzano & Pickering, 2009).

Credibility

The credibility of an assessment task relates to the evidence of student performances and reliability of the standards on the bases for making judgments (Matters, 2005). Throughout the unit, students are scaffolded and provided with examples of what knowledge and expectations is required of them. Students complete a variety of formative assessment tasks to ensure that comprehensive evidence is generated about their performances. Graphic organizers, examples, modelling and narrative planners are provided to students as scaffolds to maximize student outcomes (Marzano & Pickering, 2009)

The culminating task has clear and explicit instructions and outcomes and criteria for the type of evidence students are required to submit. The task and criteria is provided and clearly explained to the students at the beginning of the unit. The task criteria sheet indicates the standards which are used to describe the expected qualities of student work and provide a basis for making judgment on how well students know, understand and can do in the specific Key Learning Area and Assessable Elements (QSA, 2008). The Assessable Elements form the basis of what is learning in relation to the Essential Learning’s Ways of Working and Knowledge and Understanding (QSA, 2008).

Accessibility

Accessibility refers to the set of guidelines that allow students to reflect on, rehearse and review to maximize their outcome of the assessment task (Matters, 2005). The P-12 assessment policy provides principles and guidelines for assessment in Queensland (QSA, 2009). The culminating tasks in this unit align with those guidelines in the following ways:

Give students clear and definite instructions:

• Have clear criteria for making judgments about achievements and expectations- the task sheet is provided to the students at the beginning of the unit with clear wording and terminology students can interpret. The task sheet is explained to students when provided to the students. The task sheet explicitly informs the students of their expected outcome and provides with a checklist with expectations of the criteria sheet.

• Assessment judgments are standard-based- the criteria sheet aligns with the QCAR framework in that they describe as A-E grading and are used to judge how well students have demonstrated what they know and can do.

• Reports on student achievement are readily interpreted by their intended audiences- student feedback is provided both verbally and written. The feedback will focus on their achievement in relation to the assessable elements, identify areas for improvement and possible approaches for improvement (QSA, 2008)

The assessment tasks is made accessible to all students by providing scaffolded instruction. Examples and graphic organizer are provided to students. Throughout the unit modelled and joint construction of texts are provided. A detailed student task sheet, student checklists, peer-assessment checklist and an assessment criteria sheet is provided to students.

“Design decisions must be based on the curriculum; students must know what is expected and recognise the task as worthwhile and relevant and the task must be capable of eliciting an optimal performance from students” (Matters, 2005).

Formative Assessment Strategies and justifications

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”

(Assessment Reform Group, 2002, as cited in Education Services Australian, n.d).

|Formative Assessment Strategy/ Tool |How will this tool be used to inform the learning Journey |

|1. K-W-L chart (Frangenheim, 2010). |This strategy is used not only to assess the student’s prior knowledge before a unit but |

|Learning Manager draws a table with three columns on butcher’s paper. |it will also be used as a formative assessment tool at the end of the unit. The purpose of|

|What I Know, What I Want to know, What I have Learnt. Students receive |this strategy is to helps students recall their prior knowledge of narratives and it |

|the same copy as a graphic organizer to put in their writing books. |informs the Learning Managers of students prior knowledge. This strategy also allows |

|Students spend 2- Minutes thinking and filling in the first column of |Learning Managers to better understand what they need to do to address students’ needs. |

|what they think they know about narratives. This is completed |This strategy encourages students to think critical about their learning. Students |

|independently. As a class, the Learning Manager listens to all students’ |complete the final column, ‘what I have learnt’ at the end of the unit as a reflection and|

|response and adds to the class K-W-L table. Students again have another 2|self-assessment strategy. Learning Managers can use this to assess themselves by looking |

|minutes thinking time to complete the second column- what I want to know.|at the ‘learnt’ column to determine if students have achieved the desired outcome of the |

|Learning Manager informs the students that this column is asking, what do|unit. This strategy addresses visual, kinesthetic and auditory learning styles. |

|they want to know about narratives? There structure? Different |This diagnostic assessment is used to determine the students’ current level of readiness |

|narratives? Learning Manager informs students they can pose questions or |in order to plan appropriately to cater for their needs and interests. (Briggs & Ellis, |

|statements in this column about they want to know about narratives. |n.d). |

|Again the Learning Manager listens to all students responses and adds to | |

|‘want to know’ column. The third column is left to the end of the unit as| |

|a formative assessment tool. The K-W-L chart is displayed in the | |

|classroom throughout the course of the unit. | |

|2. Reading Comprehension Mid-Unit Test- Short answer inferential |The purpose of this formative assessment task is to identify the strengths and weaknesses |

|response questions |of students in reading comprehension before they complete one of the summative assessment |

|Students receive a text extract from a book. Learning Manager explains |tasks which is similar to this task. This assessment occurs in the middle of the unit to |

|where the text came from and that they will be answering questions |enable the Learning Manager to plan following learning experiences to cater for the |

|relating to the text. The Learning Manager reminds the students the |weaknesses that were evident in learning. It also allows the Learning Manager to work |

|different ways to infer meaning from a text- reading between the lines, |closely with the students who are struggling and need that extra support. |

|recalling and beyond the lines. The Learning Manager refers to the |The main objective of this assessment task is, “to inform teaching practice and curriculum|

|posters on the classroom wall to remind students about interpreting |planning in order to support students’ future learning and understanding (formative |

|texts. Before the Learning Manager reads the text to the class, the |assessment)” (Holmes-Smith, 2005). |

|students are read the questions that they need to provide short answer |The purpose of the inferential questions is that students will develop precise cognitive |

|response to. The Learning Manager clearly explains that the responses |thinking skills when they infer meaning of a text (Kispal, 2008). |

|need to be written in complete sentences with correct punctuation. | |

|3. Student peer- assessment/ anecdotal notes |The purpose of this formative assessment task enables students to learn while judging |

|Before the students write their final drafts of the summative assessment |their own work and work of others (Ma & Millman, 2005) and to enhance the reflective |

|task. Students complete a self-assessment by using the self-assessment |learning skills of students. Peers provide constructive and positive feedback to their |

|checklist (see appendix). Once students have completed a self-assessment,|peers using the graphic organiser provided to them. During the peer assessment process |

|in pairs they complete a peer-assessment. Students swap their draft |students evaluate their own work against the criteria while they are evaluating the work |

|narratives and use the peer- assessment checklist (see appendix) to |of their peers at the same. When students are involved in peer- assessments they develop a|

|evaluate and analyse their peer’s narratives. |range of effective learning strategies they can use in their future learning. |

| |“For peer evaluation to work effectively, the learning environment in the classroom must |

| |be supportive. Students must feel comfortable and trust one another in order to provide |

| |honest and constructive feedback”(NCLRC, 2004). |

| |The evidence from this assessment task is primarily for the use of the students so they |

| |can improve their final draft of their narratives. Although, the checklists and drafts are|

| |handed into the Learning Manager, whereby anecdotal notes and feedback are provided to the|

| |students on their skills and ability to provide feedback to their peers and use the |

| |provide checklist to draft and proofread their own narrative. |

Reporting framework

TANNUM SANDS STATE SCHOOL

Waratah Crescent, Tannum Sands

Ph: 4979 9111

Website: tannsandss.eq.edu.au

Student’s Name: Sam Wilson Class: 4C Semester: 3 Year: 2011

Class Teacher: Miss Ray

|Learning Area |Achievemen|Effort |Comments |

| |t | | |

|English | | |The English focus for this term was constructing narratives. Throughout the term Sam has |

|-Reading & Viewing | | |demonstrate his understanding of the narrative text structure and grammatical features. This |

|-Writing & designing |B |High |was evident in the units culminating task where he produced a unique narrative using the |

|-Language elements | | |invention process. Sam provided evidence of his knowledge and understanding of the structure |

|-Literacy & non- literacy texts | | |of a narrative through his planning. Sam independently edited and proofread his own work to a |

| | | |high standard and peer-assessed other students work. When reading and comprehending texts Sam |

| | | |can infer meaning to a high standard using complex thinking skills. |

| | | |In writing, Sam needs to improve his handwriting ability and continue to widen his range of |

| | | |sentence structures. |

|Mathematics | | | |

|Science | | | |

|Studies of Society and Environment | | | |

|The Arts | | | |

|Technology | | | |

|Languages Other than English | | | |

|Health and Physical Education | | | |

| |

|Your child has also been assessed in the following: |

| | | | |

|Overall Comments: |

|Sam is a cooperative, friendly and conscientious student. He is an enthusiastic learner and always tries his best, which is evident in his work samples. |

| |

Signature:

References

Black, P & William, D. (2001). Inside the black box: Raising standards through classroom assessment. Retrieved form

Blooms, B. (1956). Blooms taxonomy of learning domains. Retrieved from

Brady, L., and Kennedy, K. (2005). Celebrating student achievement: assessment and reporting (2nd ed.).Frenchs Forest: Pearson Education Australia

Briggs, J. & Ellis, V. (n.d.). Assessment for learning. Retrieved from

Department of Education and Training. (2011). Roadmap for P–10 curriculum, teaching, assessment and reporting. Retrieved from

Department of education, training and the arts. (2001). P-12 Curriculum Framework. Retrieved from

Department of education, training and the arts. (2005). Queensland Curriculum and Reporting Framework. Retrieved from

Education Queensland. (2002). A guide to productive pedagogies: Classroom reflection manual. Retrieved from

Education Services Australian. (n.d.). Assessment for learning. Retrieved from

Frangenheim, E. (2010). Reflections on classroom thinking strategies. Loganholme, QLD: Robin Education Publishing

Garrison, C, & Ehringhaus, M. (2011). Formative and Summative assessment in the classroom. Retrieved from

Holmes-Smith, P. (2005). Assessment for learning: Using statewide literacy and numeracy tests as diagnostic tools. Retrieved from

Kispel, A. (2008). Effective teaching of inference skills for reading. Retrieved from

Lynch, D., & Knight, B. A. (2010). The theory and practice of learning management: a text for the student of learning management. French’s Forest, NSW: Pearson originals

Ma, X., & Millman, R. (2005). Using self-assessment and peer assessment. Retrieved from

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., … Whistler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.

Matters, G. (2005). Designing assessment tasks for deep thinking. Retrieved from

NCLRC. (2004). Assessing learning: Peer and self assessment. Retrieved from

Peha, S. (2003). Assessing writing. Retrieved from (Full).pdf

Queensland Students Authority. (2008). QCAR: Guidelines for reporting. Retrieved from

Queensland Students Authority. (2011). P-12 assessment program overview. Retrieved from

Queensland Studies Authority (QSA, 2008). Building student success: a guide to Queensland curriculum, assessment and reporting framework. Brisbane, Qld: Author

Queensland Studies Authority. (2007). English essential learnings: by the end of year 5. Retrieved from

Queensland Studies Authority. (2009). P-12 assessment policy. Retrieved from

Ray, D. (2011). Learning Management 3- Task 2 Assignment; Unit- Writing Stories. CQUniversity

Swearingen, R. (2002). A Primer: Diagnostic, Formative, & Summative Assessment. Retrieved from

Teo, P., & Kramer-Dahl, A. (2011). Of monsters and mayhem: Teaching suspense stories in a singapore classroom. Retrieved from

Appendix

Year 4- Unit of Work

“Writing Stories”

|Week |Monday |Tuesday |Wednesday |Thursday |Friday |

|2 |Lesson 5- |Lesson 6- Simple and compound sentences|Lesson 7- Reading comprehension | |Lesson 8- Narrative text structure-|

|29/8/2011- |Revise adverbs |Students will: |Students will: | |orientation, complication and |

|2/8/2011 |Students will: |What simple and compound sentences are |Know a strategy to help with |Formative Assessment strategy 2 |resolution |

|Timeline sequence |Know purpose and function of an adverb |Write simple and compound sentences |their reading comprehension | |Students will: |

|of narratives |Complete sentences using adverbs |Identify simple and compound sentences |Answer questions to a text to | |Know the structure of a narrative |

| |Write sentences using adjectives, nouns, verbs and | |comprehended and infer meaning | |text |

| |adverbs | | | |Identify the different parts of a |

| | | | | |narrative text |

| | | | | |Write an orientation of narrative |

|3 |Lesson 9- Reconstruct a narrative in correct sequence |Lesson 10- Narrative story planner. |Lesson 11- Planning a narrative |Lesson 12- Editing and proofreading | |

|5/9/2011- |Students will: |Students will: |using paragraphs |Students will: | |

|9/9/2011 |How to reconstruct a narrative to its correct sequence |Know how to plan a narrative |Students will: |Know the importance of | |

| |Rearrange a jumbled narrative text to its correct |Use a narrative story planner to |Know how to use paragraphing to |editing/checking work | |

|Setting out a |sequence |identify key features of a narrative |increase the quality of their |Edit their own writing and their | |

|narrative | | |personal narratives |friends narrative | |

| | |*Summative Assessment- Interpreting |Draft a narrative using | | |

| | |text |paragraphs | | |

|4 |Narrative Story Planner Due | | | | |

|12/9/2011- | | | | | |

|16/9/2011 | | | | | |

|5 | | |Formative Assessment Strategy 3 | | |

|19/9/2011- |First Draft Narrative Due | | | | |

|23/9/2011 | | | | | |

|6 |Final Copy of Narrative Due | | |Narrative Feedback to students | |

|26/9/2011- | | | | | |

|30/9/2011 | | | | | |

Stimulus

My Narrative Checklist

Drafting Procedure

|Name:________ |Yes |NOT YET |

| |( | |

|My story has one idea | | |

|I have used the Narrative story planner to plan my story | | |

|NARRATIVE ELEMENTS |

|My story has a great orientation that sets the scene- character description, setting and plot | | |

|My story has well established series of events | | |

|My story reaches a climax. What is the problem? | | |

|My story has an interesting resolution | | |

|DRAFTING PROCEDURE |

|I have proof read and edited my work | | |

|- my spelling | | |

|- punctuation | | |

|I have given my story to my peer to edit and proof read | | |

|I have used simple sentences | | |

|I have used complex sentences | | |

|I have used paragraphs | | |

|I have used descriptive language | | |

|What you KNOW |What you want to Know |What you have learnt |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Mid- Unit TEST (Formative)

Reading Comprehension

Name:____________ Date________

Read the passage and answer the questions.

Being Someone Special

|[pic]"Mummy, am I special?" asked Ali. |

|[pic]"How special do you want to be?" his mother replied. |

|[pic]"Like inventing the fastest computer. That sort of special." |

|[pic]"Well, you are always special to me even if you did not invent the fastest computer, Ali." |

|[pic]Ali liked it everytime his mother said he is special. But deep inside, he really wanted to be somebody special. |

|[pic]Almost all of his friends seemed to have something that made them different in a way that the others admired. There was Kimberly|

|who was top of the class in almost everything. Nigel was the best football player, scoring goals in every match he played. Gopal was |

|the fastest runner in the whole school. When it came to drawing, there was little bespectacled Rajoo who could put anything you asked|

|for onto paper and made it looked so real. |

|[pic]In class, the prettiest girl was Marianne, she had long dark hair. Ali didn't want to be beautiful like Marianne but he |

|definitely wished he was taller than anyone of his age. He also wanted big strong arms with bulging muscles, like Menghwa. But Ali |

|was thin and so were his arms and legs. |

|[pic]"Ali, you ought to be pleased with yourself and how you look. Be a nice, ordinary boy," his mother said, as if she knew what he |

|was thinking. "You should be pleased that your ears are not sticking out a little bit more or you have one of those terrible noses." |

|[pic]"Thanks mum, that's not what I meant. I really want to be special and do something special." Ali left the room, still comparing |

|himself with his friends and thinking how he too would not be ordinary. |

|[pic] | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |From the text answer the questions. |

|1. |What did Ali like to hear from his mother? |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

|2. |Who was the best football player and why was he a good player? |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

|3. |What did Ali wish for physically? |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

|4. |Why did Ali's mother say he should be pleased with his looks? |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

|5. |Why did Ali ask his mother if he is special? |

| |[pic] |

| |_______________________________________________________ |

| |[pic] |

| |_______________________________________________________ |

Peer- assessment Checklist

Your Name:_____________ Whose narrative am I reading?________________

| |Yes |NOT YET |Suggestions to Improve |

|Does their narrative have a title? If not have you got any | | | |

|suggestions | | | |

|Are the characters described in the orientation? | | | |

| | | | |

|Does the narrative reach a climax? | | | |

| | | | |

|Does the narrative come to a resolution? | | | |

| | | | |

|Is there descriptive language? | | | |

|Have they used paragraphs? | | | |

What happens in the orientation of the narrative?

______________________________________________________________________

_____________________________________________________________________

What is the complication in the narrative? Was there a problem?

______________________________________________________________________

_____________________________________________________________________

What was the interesting resolution to the narrative?

______________________________________________________________________

_____________________________________________________________________

I liked your story because_______________________________________________

I think you should add________________________________________________

[pic][pic][pic][pic][pic]

-----------------------

Remember to:

• Plan your story

• Use simple and complex sentences

• Use paragraphs to organize your ideas

• Pay attention to your spelling and punctuation

• Use descriptive language to create images in the reader’s mind and enhance the story.

• Check and edit your writing using the checklist so it is clear for the reader

• Swap your narrative with a peer for peer-assessment- use the checklist

Write 200 to 250 words

Year 4 English Term 4- Overview

K-W-L Chart

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download