Unit Overview Plannerdaniellerayprofessionalskills.weebly.com/uploads/8/... · Web viewEnglish Term 4 overview 28. ... Dim 3- inductive reasoning- peers make general conclusions and

Ensuring Student SuccessEDED11405

Assessment Task 2-Assessment & Reporting Package

Due: Monday, 19th September

Danielle Rays0192927

Danielle Ray Ensuring Student Success- Task 2 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 Danielle Ray Ensuring Student Success- Task 2 s0192927

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): 4Duration of unit: 5 weeks

Identify curriculum (Essential Learnings or other curriculum framework)

Key QuestionsRationale 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 identify the relationship between

audience, purpose and text type Identify main ideas and the

sequence of events, and make inferences

interpret how people, characters, places, events and things have been represented and whether aspects of the subject matter have been included or excluded

Constructing texts construct literary and non-

literary texts by planning and developing subject matter, using personal, cultural and social

Reading and viewingReading and viewing involve using a range of strategies to interpret and appreciate written, visual and multimodal texts in personal and community contexts.

Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting.

Writing and designingWriting and designing involve using language elements to construct literary and non-literary texts for audiences in personal and community contexts. The purpose of writing and designing includes entertaining, informing and describing 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, proofreading, publishing and reflectingLanguage elements

Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print-based, electronic and face-to-face modes (speaking and listening, reading and viewing, writing and designing) in personal and community contexts.


experiences that match an audience and purpose

(The highlighted ‘Ways of Working’ are the main focus for this unit- students have previously covered other ways of working criteria)

Paragraphs separate ideas in texts and contain a topic sentence. A sentence can be simple, compound or complex Sentences can indicate what is happening (verbs), who or what is taking part (nouns), what it looks like

(adjectives), and the circumstances surrounding the action (prepositional phrases and adverbs)Literary and non-literary textsMaking 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 Read and identify a narrative Recognise and use nouns effectively in sentences Recognises and change adjectives in text Identify action, state-of being and help verbs Complete sentences using adverbs Write sentences using adjectives, nouns, verbs, and adverbs Write simple and compound sentences Identify simply and compound sentences Complete a closed task to comprehend meaning of a text Identify the different parts of a narrative text Write and orientation of narrative 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

The importance of reading narratives Purpose and function of common and proper nouns Purpose and function of adjectives Purpose and function of verbs Purpose and function of adverbs What simple and compound sentences are A think aloud strategy to help understand (comprehend) a text

reading The text structure of a narrative text How to reconstruct a narrative text that has been deconstructed How to plan and design a unique narrative How to use paragraphing to increase the quality of narratives The importance of editing/checking work


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(Diagnostic)(Assessment strategy 1)

Reading journals

Unique Narrative

Observations

Classroom activities/ Group activities/ work samples/ discussions

Anecdotal notes on student work

Mid- unit test-

Students prior knowledge of narratives and grammar (noun, adjectives, adverb, verb)

Ability to respond to texts through critical thinking and personal responses

To demonstrate an understanding of planning ideas to write a narrative

Observe completion of work tasks, and student understanding of contentKnowledge of concepts

Knowledge of conceptsUnderstanding of nouns, verbs, adverbs, adjectives

Knowledge of concepts

Understanding of grammatical choices within sentences- nouns, verbs, adverbs, adjectives and reading comprehension

Dim 3- Classifying

Dim 4- Invention: help students understand the process of invention

Dim 4- invention: providing students with a model

Dim 4- Invention: help students foucs of difficult aspects of the process

What the students already know

Knowledge and understanig of concepts, facts and opinions about text

Knowledge and understanding of applying structural features to write a story that fits a purpose

Knowledge and understanding



Knowledge and understanding of grammatical structure and ability to infer meaning of a text

Students prior knowledge of the content- identifys strengths and areas weaknesses

Reflective thinking

Understands the text structure of a narrative

Understaqnding of conceptsand opportunity for deeper thinking in student learning

Examination of students strengths and weaknessess of understanding of grammatical choices


(Assessment Strategy 2)

Feedback on mid-unit

Graphic organiser work sample

Sentence stems

Narrative

Student peer assessment/ anecdotal notes(Assessment Strategy 3)

Comprehension test(Summative Assessment)

Unique short story(Summative Assessment)

Ability to comprehend a text and infer meaning

Understanding of planning ideas for the orientation, complication and resolution of a narrative

Understanding of concepts

Understanding of how to construct a narrative

Understanding of variety of active writing strategies

Ability to comprehend a text and infer meaning

Ability to construct a narrative with understanding of purpose, sequence, , grammar and representation of people and place

Plans a story, demonstrating an understanding of narrative structural features, language elements and publishing processes

Dim 3- abstracting

Dim 4- Invention: provide students with a graphic organiser

Dim 3- inductive reasoning- peers make general conclusions and observations about students narratives

Dim 4- Invention- use student structured tasks

Dim 4- Invention- use teacher strucuted tasks

Knowledge and understanding of interpreting a text

Knowledge and understanding of constructing texts

Knowledge and understanding of purpose of text strucutre


Knowledge and understanding of constructing texts: edits and proofreads

Knowledge and understanding of interpreting a text


Ability to infer meaning of a text

Ability to use a structure to organise work

Ability to provide elicit opinions and understanding about key concepts

Abilty to use the invention process to create a unique narrative with correct text strucutre (Use Rubric as a guide to making judgement)

Ability to infer meaning of a text (Use Rubric as a guide to making judgement)


Feedback on short story

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 Dim 5- thinking

flexibilyKnowledge and competence

Specific student needs and modifications

Specific students/groups Adjustments, modifications and considerations

Extension Students(Higher- achieving students)

- Provide students with advanced texts - 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)II (Intellectual Impairment)IEP (Individual Education Plan)

- Provide student with daily routine- Allow extra time for student to complete tasks and assessment items- Provide student with graphic organizer- teacher aide can scribe for


http://www.as.wvu.edu/~scidis/terms/magframe.html

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(Speech- Language Impairment)

- Seat student at the front of the class- monitor the student to ensure they have followed and 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 who need extra support with literacy skills)

- Students attend learning support once a week- Allow a little extra time to complete tasks- 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 focusChecks for learning

(what will be checked, how, using what

strategies & tools)?Start of every lesson:Discuss prior learning from the previous lessonLesson 1- Introduction to the topic/ unit and assessment Inform students by the end of this lessons they will: Know the assessable elements required to complete the culminating tasks Complete a diagnostic test to see their strengths and weaknesses Read and identify a narrativeIntroduction:Create a KWHL chart on what they know about Narrative writing and what we want to know.- Students access their prior knowledge and misconceptions about narrative stories.Introduce and explain assessment and learning for Unit- making a class book of narratives (individual task).Provide students with assessable elements and criteria sheet- read and explain. Students provide a strength and a weakness.Pre-test to gauge students abilities and needsBody-

Dim 1- Perceive tasks as valuable and interesting- informing students what they need to know to be successful in the summative tasks

Dim 5- Plan appropriately- identifying the steps need to achieve the goal of successfully completing the summative tasks

Dim 2-Construct meaning:Teaching strategy- KWLDim 3- Classifying

Dim 1 – Classroom tasks- student goals

Students view criteria so they can use it as a checklist to monitor own learning and set goals.

Discussion on what students want to know and how it will be covered


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.Read a story as a class and talk about itDiscuss 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 responses with evidence from the text. Share opinions about the enjoyment and appreciation of storytelling.Students record ideas, information and representations and maintain reading journal throughout unit.Conclusion – Clarify any misconnects and discuss students’ favourite narratives they have read.*Formative Assessment Strategy 1Lesson 2- Nouns*students previously covered concept in depth. This is a revision lesson to activate prior knowledgeInform the students by the end of this lessons they will:

Know the purpose and function of nouns Recognise and use nouns effectively in sentences

Introduction- Revise what a noun is and the difference between common and proper nouns. Students add all definitions to reading journal and recall/ reflect at end of lesson.Give students an example and they write their own.Tell students that common nouns are not capitalized and proper nouns are capitalized. Ask students to sit “prim and proper.” Students will sit up straight and tall. Tell them that proper nouns are “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. 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 proper noun. Body- Determining a noun activity- PowerPointRecognising nouns in sentences- sentences on boardWriting sentences using nouns- put a word on the board- Explore different types of sentences and the effect of varying sentence length (composing compound sentences).Conclusion- Check for clarity, ensure all students have gained knowledge of common and proper nounsLesson 3-Adjectives*students previously covered concept in depth. This is a revision lesson to activate prior knowledgeInform the students by the end of this lessons they will:

Know the purpose and function of adjectives Recognise and change adjectives in text

Introduction- Define what an adjective is-Adjectives are words that describe the noun Eg: good, beautiful, blue.Create webs by describing different fruit- students are to work in groups and to use dictionary and

Dim 5- Critical thinking- respond appropriately to others feelings and knowledge

Dim 1- providing students with clear expectations of performance levels

Dim 1- Organise- note taking strategies, providing students with questions

Dim 5- Creative thinking- students generate a new way of viewing a story

Dim 2- Construct meaning of vocabulary termsOrganise: create a physical representation of the term

Dim 2-Construct Models: provide a written representation of the term

Shape: create opportunity to use term and provide feedback Internalise: practice Dim 5- Persistence- ensure students are writing extended sentences. If students preserve, they are more likely to gain knowledge and the skill will not be difficult to master.

Dim 1 – classroom climate- opportunity for students to work with peers

Dim 2- Construct meaning of vocabulary termsOrganise: create a physical representation of the termStore: use the information immediatelyDim 5- HOM thinking flexibly- Push the students to consider alternative points of view and options in their learning and thinking

Formative Strategy 1- Diagnostic pre- assessment

On-going observations throughout unit. Describes student learning relative to concept development

Mark work samples- are the students understanding the knowledge. It provides instant feedback to students and allows an opportunity for deeper thinking and provides significant insight into the degree and depth of understanding

Anecdotal notes on students work- to provide instant feedback


thesaurusRemind students of HOM- thinking flexibly- add a little bit more to their ideas, be persistentBody- 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 adjectivesConclusion- Briefly discuss how common adjectives describe an object sufficiently, but often more descriptive alternatives provide richer details. These details help to enhance writing allowing readers to “see” what the author is describing- give an exampleLesson 4- Verbs*students previously covered concept in depth. This is a revision lesson to activate prior knowledgeInform the students by the end of this lessons they will:

Know function and purpose of verbs identify action verbs, state-of-being, and helping verbs

Introduction- Define what a verb is- A verb is an action word. A verb tells what the subject does, is, or what happens to itAsk students why do we use verbs in sentences?Body- Write sentences on the board, and have the students figure out the action words.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 sentenceExplain helping verbs- these are verbs that are difficult to identify and correctly use. Tell students to pay special attention to these types of verbsExplain verb Tense (Present/past)-Changing verbs from present to pastWrite present sentences on board, students are to change sentence to the past Conclusion-Ask them higher-order thinking questions to assess their understanding of verbsWhat does a verb do in a sentence? What are the different types of verbs? 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) Lesson 5- Adverbs*students previously covered concept in depth. This is a revision lesson to activate prior knowledgeInform the students by the end of this lessons they will:

Know purpose and function of an adverb Complete sentences using adverbs Write sentences using adjectives, nouns, verbs and adverbs

Introduction- Define an adverb-Adverbs tell you how, where, or when something is done. In other words, they describe the manner, place, or time of an action.Body- Complete the sentences by using the correct adverb- Interactive whiteboard

Dim 2-Construct Models: provide a written representation of the termShape: create opportunity to use term

Internalise: students practice

Dim 2- Construct meaning of vocabulary terms

Store: use the new knowledge immediately

Dim 2-Construct Models: provide a written representation of the termShape: create opportunity to identify the termInternalise: practice

Productive pedagogy- higher order thinking- students combine facts and ideas and explain their reasoning

Dim 2- Construct meaning of vocabulary termOrganise: create a physical representation of the termStore: use the information immediatelyDim 1- Using a varied activities to cater for individual differencesDim 2- Construct Models: provide a written representation of the termShape: create opportunity to use term in sentences- provide feedback to studentsInternalise: practice

Check for student understanding- have students highlighted adjectives correctly?

Check for student understanding- can students change a verb to past tense?

Collect work sample- do the students have understanding of adverbs and how to use them


Test- (noun/adverb/adjective/verbs)Conclusion- Ask students how they could mentally remember what a noun/adverb/adverb/verb using mental cues- give an example (adjective- you ‘ad’ to a word to make it interesting

Lesson 6- Simple and compound sentences*students previously covered concept in depth. This is a revision lesson to activate prior knowledgeInform the students by the end of this lessons they will:

What simple and compound sentences are Write simple and compound sentences Identify simple and compound sentences

Introduction- Define simple and compound sentences (Students to write definition into their books)-A simple sentence is a sentence that had one subject part and one predicate part.-A compound sentence is a sentence that contains two or more simple sentences joined by and, or, or but.Body- Provide students with sentences. Students are to explain which sentence is simple and which is compound and reason why.A topic is chosen (sport, pets etc). Students write 1 simple sentence on a strip of paper and place in a container. Students write 1 connecting word (and, but, yet)on a separate strip and place in a different bowl. Students pick out 2 simple sentences and a connecting word and join them together. Each read their sentence and discuss the compound sentence they created.Students to complete activity on PowerPoint1- Identify if the sentences are simple or compound2- Write a simple sentence3- Write a compound sentence Conclusion- Ask students’ what’s a good clue you can use to remember simple and a compound sentence.Inform students as they are in year 4 they should be using more compound sentences in their writing.Lesson 7- Reading Comprehension LessonInform the students by the end of this lessons they will: Know a strategy to help with their reading comprehension Answer questions to a text to comprehended and infer meaning

Introduction- Express the importance of reading and understanding what you have read. Present the term “think-aloud” to your students. Have them brainstorm what they think it might mean. Ask students to report how it might be applied to reading.Model a think-aloud by presenting a poem on PowerPoint Read each line out loud to the students, stop and vocalize “thinking aloud” about the poem.Body- Provide the students with reading comprehension task to complete individually- do one for an example as a class, than individual tasksMonitor student’s response by walking around the room.

Dim 2- Construct Meaning of termsOrganise- create physical representationsStore- use the link strategy- simple 1, compound 2Dim 2- Construct Models- provide written representationsShape- use the knowledge and provide individual feedbackInternalize- practice

Classroom management skill 2- giving clear, concise instructions to students

Dim 5- HOM thinking flexibly- Push the students to consider alternative points of view and options in their learning and thinking

Dim 2:Construct Meaning- students experience content by listening and observing an exampleOrganise- help students understand the importance of gaining knowledge of what they readStore- Providing a mnemonic for the strategyDim 4- invention: providing students with a model

Dim 2:Construct Models- model an example, use think aloud strategyShape- point out common errors and mistakes, help develop conceptual understanding to use the skillInternalize- give students opportunity

Dim 4- Invention: help students foucs of difficult aspects of the processDim 3- abstractingDim 2:Construct Meaning of vocabulary terms

correctly in sentences?

Check for student level of understanding- are the students capable and confident in writing compound sentences?

How well can students infer meaning from text? Or do they just recall knowledge?


Encourage and reinforce the think-aloud strategyEnsuring students are answering questions using deeper thinking and high-order thinking skillsConclusion- Check students’ response to questions. Give an example of higher-order thinking process for answering questions.Explain to students reading and understanding what they have read is an important skill to acquire.*Formative Assessment Strategy 2Lesson 8- Narrative text structureInform students by the end of this lessons they will: Know the structure of a narrative text Identify the different parts of a narrative text Write an orientation of narrative

Introduction- Discuss each part of a narrative: Orientation, complication, resolution. Students copy definitions into journals for future reference Body- Present the students with the example of text with highlight each sectionComplete activates using interactive whiteboard/ PowerPoint:1. The different parts of a narrative- match with the definition2. Circle the words that mean the same activity (adventurous, narrative, orientation, complication, resolution)3. Using the example model/show to identify and highlight the orientation, complication and resolution sections on the text.Extension- students to write a short narrative circling the 3 different partsConclusion- 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 textLesson 9- Reconstruct a narrative in correct sequenceInform students by the end of this lessons they will: How to reconstruct a narrative to its correct sequence Rearrange a jumbled narrative text to its correct sequenceIntroduction- Cut and jumble a short narrative into segments in front of the class (3 pieces)Read each segment to the class and ask students to recall their last session about the structure of a narrative (Orientation, complication, resolution).Ask students to stick the story in order- blue tack to whiteboard. Draw a graph along the bottom of the narrative to illustrate the climax of the complication and going back down when the problem is being solved.Example:Body- Students are grouped into pairs. They work together to sequence narratives that have been cut out and segmented. Then they categorise the text into the headings of Orientation, Complication and ResolutionConclusion- To confirm understanding, ask students to think about the story of ‘Little Red Riding Hood.’

Organise- use graphic organiserStore- associate meanings with same meanings

Dim 4- Invention: help students understand the process of invention

Dim 2:Construct Models- provide exampleShape- highlight key termsInternalize- students practice the skill

Productive pedagogy-Higher-order thinking (students combine facts and ideas and explain information)Dim 2:Organise- provide students with physical representation of information

Dim 2:Construct Models- model an exampleShape- create opportunities for student to practice the skill than provide feedbackInternalize- Massed practice

Productive pedagogy-Exploring deep understanding and problematic knowledge

Dim 1 – classroom climate- opportunity for students to work with peers

Dim 2:Construct Meaning- use instructional scaffold techniqueOrganise- provide graphic organiser, creating physical and pictorial representation of information Store- using a structured organiser to store informationDim 4- Invention: provide students with a graphic organiser

Formative Assessment Strategy 2- to examine students strengths and weakness of content covered to date- what students need extra support?

Feedback on formative assessment (verbal and written)- helps students to determine their strengths and weakness/ areas for improvement for summative assessment

Graphic organizer work sample- used to show a student’s thought process through understanding the concept

Reading journals- developed throughout unit to express in writing their own person interests and insights and build on the skills. Helps students better understand their own learning.


Students are to write the Orientation, Complication, resolution. Share aloud all groups’ responses.Lesson 10- Read a book as a class- Students individually complete narrative story plannerInform students by the end of this lessons they will: Know how to plan a narrative Use a narrative story planner to identify key features of a narrative Introduction- Read story aloud as a class and explain that it is an example of a narrative. Leads discussion of the features of the narrative: -What is the complication within the story? -What is the resolution?Class uses a scaffold (narrative story planner) to identify the key features of the narrative- Complete one as a class exampleBody- Class set of narrative-students individually read and complete the scaffold plannerExtension students- start drafting a plan (using narrative story planner) for their own narrativeSupport students- work in pairs Conclusion- Class discussion on the use of a scaffold for planning

- Will it be helpful in writing a narrative?*Summative Assessment- Interpreting textsLesson 11- Planning a story using paragraphsInform the students by the end of this lessons they will:

Know how to use paragraphing to increase the quality of their personal narratives Draft a narrative using paragraphs

Introduction- Model an example of a narrative without paragraphs for several seconds, and then switch with the same narrative text with paragraphs.Ask students which piece seems easier to read. Explain that writers use paragraphs to help readers understand their stories better.Students examine a piece narrative text to determine how authors decide to start new paragraphs.Students complete sentence“Narrative authors start new paragraphs when ...”Listen to students responses.Further add that writers start new paragraphs when- a new event begins, - the story switches between plot and setting and/or a character descriptionBody- Students view the summative task stimulus againStudents use the Narrative Story Planner to start planning a narrative about this picture.Ask the studentsWhat is your title for your narrative?What will be its orientation?What will be its complication?How will you resolve your story?

Dim 5 – Be clear and seek clarity- ensure students understand the task. Learning is enhanced when students monitor the extent they understand the information.Dim 5- Plan appropriately- identifying steps needed to achieve a taskDim 2:Construct Models- provide an exampleShape- create opportunity for student to use skill and provide students with feedbackInternalize- understanding the importance of using skill with the planner

Dim 4- Invention- use teacher strucuted tasks

Classroom Management Skill 6- encourage good student learning

Dim 1- Classroom tasks- students interest

Dim 2:Construct Meaning- give opportunity to create mental imagesOrganise- help students identify the pattern in writing paragraph (one idea)Store- discuss with students what should be remember because it is important- sentence stem activityTeaching strategy- sentence stems

Dim 2:Construct Models- provide an example and scaffold plannerShape- give student opportunity to create a narrative and provide feedbackInternalize- provide time to practice (write a good copy)

Dim 1 – Provide clarity about tasksDim 2- think aloud process to acquire and integrate knowledge

Graphic organizer work sample- understanding of text structure

Summative Assessment- Interpreting a text: gauge student learning relative to content standards

Feedback on summative task- informs students of where and how their learning and performance can be improved

Work sample- sentence stems- provides student evidence of elicit opinions and understandings about a key concept


Encourage the students to organise their writing into paragraphs to distinguish between different information, events or ideas. Use adverbs and conjunctions to establish cohesion within paragraphs.Conclusion- Students share their narratives ideas with the class- listening students identify the orientation, complication, resolution.Lesson 12- Editing and Proof readingInform the students by the end of this lessons they will:

Know the importance of editing/checking work Edit their own writing and their friends narrative

Introduction- Ask when you proof read and edit you work what do you look for?Model how you read and edit your work using exampleBody- Ask students to read and edit their own narratives from last session using a red pen.Checking for spelling, punctuation, capital letters to begin a sentence, commas, quotation marks, capital letter at the beginning of a name.Once edited own work, swap your narrative with your peer.Conclusion- Did they think it was a helpful activity?Inform and encourage students this practice should be done with all their writing.It will improve their marks/results.Children word-process their finished stories for publication in a class book.*Formative Assessment Strategy 3Future 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

Dim 3- inductive reasoning- peers make general conclusions and observations about students narrativesDim 4- Invention- use student structured tasks

Dim 2:Construct Meaning- understand the importance of the skillOrganise- present the information as it appears in text Store- acknowledging the importance for better marks, students imagine emotions associated with the information

Teaching strategy- Think/pair/share strategy Dim 5- Respond appropriately to feedback- listen to peers remarks with an open-mind because you value their inputDim 2:Construct Models- model an exampleShape- create opportunities for students to use the skill- feedbackInternalize- repeat the skill/ practice

Check for understanding of a variety of active writing strategies

Formative Assessment Strategy 3- helps create a learning community within the classroom. Students are engaged in met cognitive thinking

Summative Tasks- creating a unique narrative- guage students learning relative to content standards

Feedback on summative task- informs students of where and how their learning and performance can be improved


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 SeptemberFinal 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


Write 200 to 250 words

Year 4End of Unit Reading Comprehension

Short Answer Response

Name:_______________ Date:___________

Instructions:1. Follow and listen to the teacher read the questions2. Follow and listen to the teacher read the following text3. Re-read the text to yourself4. Complete the short answer questions by ‘reading between the lines’ of the text5. Use sentences, correct punctuation and spelling when answering the questions

John Brown, Rose and the Midnight CatStory 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?_______________________________________________________________________

_______________________________________________________________________

2. Why did Rose want the cat?

_______________________________________________________________________

_______________________________________________________________________

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

_______________________________________________________________________

_______________________________________________________________________

4. Why do you think Rose was sick?

_______________________________________________________________________

_______________________________________________________________________5. How do you think John Brown and the cat get along?______________________________________________________________________

______________________________________________________________________

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

______________________________________________________________________


Teacher Comments:


Assessment Task Criteria Sheet- Year 4Writing Stories

This criteria sheet is used for making judgements about both assessments tasks1- Unique Narrative2- Comprehension Short Answer Response

Student Name: Teacher: Date:

Criteria A B C D EKnowledge and UnderstandingContextual features- Purpose and audience

(Unique Narrative)

Student has a comprehensive knowledge and understanding of the purpose, audience and subject matter of a narrative text

Student has shown a detailed knowledge and understanding of the purpose, audience and subject matter of narrative text

Student has a general knowledge and understanding of the purpose, audience and subject matter of a narrative text

Student has developed a basic awareness of the purpose, audience and subject matter of a narrative text

Student has limited knowledge and understanding of the purpose, audience and subject matter of a narrative text

Text structure of narrative

(Unique Narrative)

Student logically organises the title, orientation, complication and resolution.A well-sequenced and detailed story that is clearly organized- well developed plot, setting and character descriptions.

Student has organised and linked ideas using title, orientation, complication and resolution.The story is logically sequenced- establishes plot, setting and character descriptions.

Student has organised their narrative using title, orientation, complication and resolution of a narrative. Minimal detail about plot, setting and character descriptions.

Student writes using some relevant features of a narrative including title, orientation and complication with little detail and basic story line. Establishes a weak plot, setting and character descriptions

Student writing contains no recognisable structure of a narrative. Establishes no real plot, setting or character descriptions.

Constructing TextsLanguage elementsText structure, cohesion, grammar, Vocabulary, spelling and punctuation(Unique Narrative)

Student decisively uses skilful manipulation of language elements to successfully engage the audience.

Student purposefully and effectively uses language elements to successfully engage the audience.

Student Appropriate and competent use of language elements to engage the audience.

Student is developing the use of appropriate language elements.

Student has used limited language elements.


Proofreading and editing- editing checklist

(Unique Narrative)

Student independently and effectively used the drafting procedure to produce a high quality narrative with minimal errorsCompleted peer- assessment successfully

Student independently used the drafting procedure to produce a quality narrative with a few mistakes.Completed peer- assessment.

Student used the drafting procedure to produce a sound narrative with mistakes.Contributed to peer-assessment

Student attempted to use the drafting procedure to produce a narrative.

Student was not competent in using the drafting procedure to proofread and edit narrative

Interpreting TextsInferring texts

(Reading Comprehension Test)

Student is able to analyse and interpret texts in an insightful manner. Student is able to comprehend and reflect upon the author’s perspectives, purpose and mode in a comprehensive way.

Student is able to thoughtfully interpret texts. Student is able to comprehend and reflect upon the author’s perspectives, purpose and mode in a coherent way

Student makes some connections in order to anaylze and interprets texts. Student is able to comprehend and reflects upon the author’s perspectives, purpose in a satisfactory way.

Student makes simplistic, superficial and limited connections in order to analyse and interpret texts. Student attempts to comprehend and reflect upon the author’s perspectives.

Student is unable to analyse and interpret texts. Student is unable to comprehend and reflect upon the author’s perspective.

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 QualityThe 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.

AuthenticityThe 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).

CredibilityThe 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).

AccessibilityAccessibility 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).Learning Manager draws a table with three columns on butcher’s paper. What I Know, What I Want to know, What I have Learnt. Students receive the same copy as a graphic organizer to put in their writing books. Students spend 2- Minutes thinking and filling in the first column of what they think they know about narratives. This is completed independently. As a class, the Learning Manager listens to all students’ response and adds to the class K-W-L table. Students again have another 2 minutes thinking time to complete the second column- what I want to know. Learning Manager informs the students that this column is asking, what do they want to know about narratives? There structure? Different narratives? Learning Manager informs students they can pose questions or statements in this column about they want to know about narratives.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.

This strategy is used not only to assess the student’s prior knowledge before a unit but it will also be used as a formative assessment tool at the end of the unit. The purpose of this strategy is to helps students recall their prior knowledge of narratives and it informs the Learning Managers of students prior knowledge. This strategy also allows Learning Managers to better understand what they need to do to address students’ needs. This strategy encourages students to think critical about their learning. Students complete the final column, ‘what I have learnt’ at the end of the unit as a reflection and self-assessment strategy. Learning Managers can use this to assess themselves by looking at the ‘learnt’ column to determine if students have achieved the desired outcome of the unit. This strategy addresses visual, kinesthetic and auditory learning styles.This diagnostic assessment is used to determine the students’ current level of readiness in order to plan appropriately to cater for their needs and interests. (Briggs & Ellis, n.d).

2. Reading Comprehension Mid-Unit Test- Short answer inferential response questionsStudents receive a text extract from a book. Learning Manager explains where the text came from and that they will be answering questions relating to the text. The Learning Manager reminds the students the different ways to infer meaning from a text- reading between the lines, recalling and beyond the lines. The Learning Manager refers to the posters on the classroom wall to remind students about interpreting texts. Before the

The purpose of this formative assessment task is to identify the strengths and weaknesses of students in reading comprehension before they complete one of the summative assessment tasks which is similar to this task. This assessment occurs in the middle of the unit to enable the Learning Manager to plan following learning experiences to cater for the weaknesses that were evident in learning. It also allows the Learning Manager to work closely with the students who are struggling and need that extra support. The main objective of this assessment task is, “to inform teaching practice and curriculum planning in


Learning Manager reads the text to the class, the students are read the questions that they need to provide short answer response to. The Learning Manager clearly explains that the responses need to be written in complete sentences with correct punctuation.

order to support students’ future learning and understanding (formative assessment)” (Holmes-Smith, 2005). The purpose of the inferential questions is that students will develop precise cognitive thinking skills when they infer meaning of a text (Kispal, 2008).

3. Student peer- assessment/ anecdotal notesBefore the students write their final drafts of the summative assessment task. Students complete a self-assessment by using the self-assessment checklist (see appendix). Once students have completed a self-assessment, in pairs they complete a peer-assessment. Students swap their draft narratives and use the peer- assessment checklist (see appendix) to evaluate and analyse their peer’s narratives.

The purpose of this formative assessment task enables students to learn while judging their own work and work of others (Ma & Millman, 2005) and to enhance the reflective learning skills of students. Peers provide constructive and positive feedback to their peers using the graphic organiser provided to them. During the peer assessment process students evaluate their own work against the criteria while they are evaluating the work of their peers at the same. When students are involved in peer- assessments they develop a 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 9111Website: www.tannsandss.eq.edu.au

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

Learning Area

Ach

ieve

men

t

Effo

rt

Comments

English-Reading & Viewing-Writing & designing-Language elements-Literacy & non- literacy texts

B High

The English focus for this term was constructing narratives. Throughout the term Sam has demonstrate his understanding of the narrative text structure and grammatical features. This was evident in the units culminating task where he produced a unique narrative using the invention process. Sam provided evidence of his knowledge and understanding of the structure 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.

MathematicsScienceStudies of Society and EnvironmentThe ArtsTechnologyLanguages Other than EnglishHealth and Physical EducationYour 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

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assessment. Retrieved form http://weaeducation.typepad.co.uk/files/blackbox-1.pdf

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

http://www.nwlink.com/~donclark/hrd/bloom.html

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

http://www.learningmatters.co.uk/sampleChapters/pdfs/9781844451074-6.pdf

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

assessment and reporting. Retrieved from http://education.qld.gov.au/curriculum/roadmap

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

from http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf

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

Framework. Retrieved from http://education.qld.gov.au/qcar/pdfs/qcar_white_paper.pdf

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

Retrieved from http://education.qld.gov.au/public_media/reports/curriculum-framework/

productive-pedagogies/pdfs/prodped.pdf

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

http://www.assessmentforlearning.edu.au/default.asp?id=912

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

http://www.amle.org/portals/0/pdf/publications/Web_Exclusive/Formative_Summative_Ass

essment.pdf

Holmes-Smith, P. (2005). Assessment for learning: Using statewide literacy and numeracy tests

as diagnostic tools. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?

article=1009&context=research_conference_2005

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

http://www.decs.sa.gov.au/northernadelaide/files/links/inference_paper.pdf

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

http://www.nctm.org/news/content.aspx?id=616


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

http://www.curriculum.edu.au/verve/_resources/Matters_edited.pdf

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

http://www.nclrc.org/essentials/assessing/peereval.htm

Peha, S. (2003). Assessing writing. Retrieved from http://www.ttms.org/PDFs/09%20Writing

%20Assessment%20v001%20(Full).pdf

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http://www.qsa.qld.edu.au/downloads/early_middle/guidelines_for_reporting_qcar.pdf

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http://www.qsa.qld.edu.au/3111.html

Queensland Studies Authority (QSA, 2008). Building student success: a guide to Queensland

curriculum, assessment and reporting framework. Brisbane, Qld: Author

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http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_english_yr5.pdf

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

http://www.qsa.qld.edu.au/downloads/approach/qsa_assessment_policy.pdf

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

CQUniversity

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from http://slackernet.org/assessment.htm

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

singapore classroom. Retrieved from

http://jowr.org/articles/vol3_1/JoWR_2011_vol3_nr1_Teo_Kramer.pdf


AppendixYear 4- Unit of Work

“Writing Stories”


Week Monday Tuesday Wednesday Thursday Friday1 21/8/2011- 25/8/2011Introduce topic and assessmentRevise grammar

Lesson 1- Introduction to topic and assessment- Narrative writingStudents will: Know the assessable elements required to

complete the culminating tasks Complete a diagnostic test to see their

strengths and weaknesses Read and identify a narrative

*Formative Assessment Strategy 1

Lesson 2- Revise nounsStudents will: Know the purpose and

function of nouns Recognise and use nouns

effectively in sentences

Lesson 3- Revise adjectivesStudents will: Know the purpose and

function of adjectives Recognise and change

adjectives in text

Lesson 4- Revise verbsStudents will: Know function and

purpose of verbs identify action verbs,

state-of-being, and helping verbs

229/8/2011- 2/8/2011Timeline sequence of narratives

Lesson 5-Revise adverbsStudents will: Know purpose and function of an adverb Complete sentences using adverbs Write sentences using adjectives, nouns,

verbs and adverbs

Lesson 6- Simple and compound sentencesStudents will: What simple and compound

sentences are Write simple and compound

sentences Identify simple and

compound sentences

Lesson 7- Reading comprehensionStudents will: Know a strategy to help

with their reading comprehension

Answer questions to a text to comprehended and infer meaning

Formative Assessment strategy 2

Lesson 8- Narrative text structure- orientation, complication and resolutionStudents will: Know the structure of a

narrative text Identify the different

parts of a narrative text Write an orientation of

narrative35/9/2011- 9/9/2011

Setting out a narrative

Lesson 9- Reconstruct a narrative in correct sequenceStudents will: How to reconstruct a narrative to its

correct sequence Rearrange a jumbled narrative text to its

correct sequence

Lesson 10- Narrative story planner.Students will: Know how to plan a narrative Use a narrative story planner

to identify key features of a narrative

*Summative Assessment- Interpreting text

Lesson 11- Planning a narrative using paragraphsStudents will: Know how to use

paragraphing to increase the quality of their personal narratives

Draft a narrative using paragraphs

Lesson 12- Editing and proofreadingStudents will: Know the importance of

editing/checking work Edit their own writing and

their friends narrative

412/9/2011-16/9/2011

Narrative Story Planner Due

519/9/2011-23/9/2011

First Draft Narrative DueFormative Assessment Strategy 3

626/9/2011- 30/9/2011

Final Copy of Narrative Due Narrative Feedback to students



Year 4 English Term 4- Overview

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

Stimulus


My Narrative ChecklistDrafting Procedure

Name:________ Yes

NOT YET

My story has one idea

I have used the Narrative story planner to plan my story

NARRATIVE ELEMENTSMy 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 PROCEDUREI 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


K-W-L Chart

Mid- Unit TEST (Formative)Reading Comprehension

Name:____________ Date________

Read the passage and answer the questions.

Being Someone Special"Mummy, am I special?" asked Ali. "How special do you want to be?" his mother replied. "Like inventing the fastest computer. That sort of special." "Well, you are always special to me even if you did not invent the

fastest computer, Ali." Ali liked it everytime his mother said he is special. But deep inside, he

really wanted to be somebody special. 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.

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.

"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."

"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.


From the text answer the questions.

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

_______________________________________________________

_______________________________________________________

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

_______________________________________________________

_______________________________________________________

3. What did Ali wish for physically?

_______________________________________________________

_______________________________________________________

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

_______________________________________________________

_______________________________________________________

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

_______________________________________________________

_______________________________________________________


Peer- assessment ChecklistYour Name:_____________ Whose narrative am I reading?________________

Yes NOT YET Suggestions to ImproveDoes 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________________________________________________



Documents

Unit Overview Plannerdaniellerayprofessionalskills.weebly.com/uploads/8/... · Web viewEnglish Term 4 overview 28. ... Dim 3- inductive reasoning- peers make general conclusions and