4.1_Belinda+F

Hi Guys, Thanks for taking the time to look at my assessment and program. Following is the necessary background info. Underneath you will find the assessment task, marking rubric and the teaching sequence. I look forward to your feedback. Belinda

//**The conceptual focus is audience:**// To inform by presenting detailed facts in a logical and organised manner.

//**The literacy skills that I will be focusing on are:**//
 * WS3.9 **
 * //Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.//**
 * Writes paragraphs that contain a main idea and elaboration of the main idea
 * Writes more detailed reports with increased technicality
 * WS3.14**
 * //Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers’ and viewers’ understanding of texts.//**
 * Recognises the difference between compound & complex sentences
 * Evaluates if their sentences make sense and if they have used a variety of sentneces structures

//**The cohort of students this lesson is designed for are:**// Stage three students. These students have demonstrated that they struggle with writing paragraphs and are limiting their results in NAPLAN writing by relying on simple sentences. As I am currently teaching Year One, this program is written for the Stage Three teachers to utilise if they so choose (hopefully they do). As I am not on this stage all I can say about the cohort is that there is a broad range of abilities with some students who don’t write much and others who can write detailed and concise pieces- these particular students attend writing extension classes once a week from Term Two.

//**The strengths in this assessment and/or unit so far are:**// The links with the term three HSIE unit on Antarctica. This means the students have a wealth of background knowledge and interest in this topic. Therefore, they can focus on the specific literacy skills rather than worrying about content and what to write. //**﻿**// //**The challenges have been:**// That I have not taught Stage Three for 3 years and do not know these students. When I did teach Stage Three it was in South Western Sydney where the cohort is quite different. Thankfully the SMART DATA gave a clear picture to start with. //**﻿**// //**One prompting question to stimulate the wiki discussion:**// I am concerned that in my desire to explicitly teach the skills of sentence and paragraph construction, the lessons are a bit dry. I am wondering if I should try and spice it up and if you have any suggestions. If this was me teaching this unit I would integrate it with technology and have the students create documentaries alongside the report writing to implement multimodal literacy practises and create interest. However, I am unaware if the Stage Three teachers have already programmed for technology or if they would be willing to take this on.

Looking forward to your feedback. //**﻿**//