Linguistic focus Assessment for learning ideas Independent Construction: Teaching and learning activities 20. Independent Writing (see Appendix 6) Planning the structure of an information Joint construction of goals- Teacher and student to text: heading, general classification, jointly construct a goal for the student to work towards in Students independently plan, write, edit and publish an information text topic specific paragraphs, and their writing. based on the topic Aboriginals in Melbourne before 1788. conclusion. Self/Peer reflection Students give two stars and a – EAL student to plan with a partner using the modelled planning tool Brainstorming factual information wish to their own writing, and then explain to a partner Students to use sentence starters from previous lesson to assist with gathered from planning tool and class why they gave these assessments. Their partner says writing topic sentences where necessary. word wall. why they agree or disagree with this assessment. (see Appendix 7) Sequencing the structure of an Reflection on rubrics Students identify where their – information text using varying sentence writing sits on the given rubrics, and name two or three starters. goals for their future writing. Presentation to audience: Students to read and Identifying nouns, adjectives from our class word wall. e.g.: Aboriginal women present to a Year 2 student. fish along the beautiful coastline, while Aboriginal men go hunting for animals with wooden spears. Time connectives/past tense: e.g.: Before 1788 Aboriginals were living in Australia. They used to live all along the coast line. They hunted for animals and made canoes to go fishing. Unit evaluation: Unit name: Marvellous Melbourne
Independent Construction: Teaching and learning activities Linguistic focus Assessment for learning ideas 20. Independent Writing (see Appendix 6) Students independently plan, write, edit and publish an information text based on the topic Aboriginals in Melbourne before 1788. EAL student to plan with a partner using the modelled planning tool Students to use sentence starters from previous lesson to assist with writing topic sentences where necessary. (see Appendix 7) Planning the structure of an information text: heading, general classification, topic specific paragraphs, and conclusion. Brainstorming factual information gathered from planning tool and class word wall. Sequencing the structure of an information text using varying sentence starters. Identifying nouns, adjectives from our class word wall. e.g.: Aboriginal women fish along the beautiful coastline, while Aboriginal men go hunting for animals with wooden spears. Time connectives/past tense: e.g.: Before 1788 Aboriginals were living in Australia. They used to live all along the coast line. They hunted for animals and made canoes to go fishing. Joint construction of goals- Teacher and student to jointly construct a goal for the student to work towards in their writing. Self/Peer reflection – Students give two stars and a wish to their own writing, and then explain to a partner why they gave these assessments. Their partner says why they agree or disagree with this assessment. Reflection on rubrics – Students identify where their writing sits on the given rubrics, and name two or three goals for their future writing. Presentation to audience: Students to read and present to a Year 2 student. Unit evaluation: Unit name: Marvellous Melbourne