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Evidence Set 5:
Writing Process Data
Evidence 2: Analysis of data informing future teaching
Evidence 1: Writing analysis data
Through this lesson sequence in English, it demonstrates my achievement of the following descriptors for Standards 1, 2, 3, 5 and 6 (1.5, 2.1, 3.1, 3.6, 5.1, 5.2, 5.4 and 6.3).
This lesson sequence took place at the beginning of Term 4, to collect data on Prep and Year 1 students to guide future student learning through The Writing Process.
This evidence set shows differentiated learning activities to meet specific and engaging learning needs of students across the full range of abilities. To plan, students worked on verbally sharing ideas with peers and teachers, drawing and labelling of images to support their persuasive reasonings (1.5, 2.1). Students of all abilities were able to be involved in peer sharing and drawing, those students who were able to be pushed with their writing could label their images to assist in continuing their written drafts.
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From the last set of data from Term 3, this created learning goals and informed my future planning to assist students reach their writing goals (5.1). I was able to share verbal attainable personal goals to each student in regards to their next piece of writing. These goals were repeated to the student each time they began writing. The following students Markhor, Miller, Cecil, Ada and Pippa were given achievable goals and feedback to meet throughout their writing to include grammar, punctuation and text structure to enhance their writing (5.2). By looking at the current data in picture 1, you can see that most of those students were able to meet their learning goals in their Term 4 piece of writing by achieving a 3 which is a C standard (3.1, 3.6).
This piece of data shown in evidence 1 has been analysed and evaluated to identify interventions, goals and feedback which modified my teaching practice (evidence 2). In future, I will include a whole class teaching focus on supporting details and presentation and complete small targeted clinic groups on editing, beginnings and grammar to support HB, BD, MC, CN, RJ (5.4).
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To the left is a copy of evidence 3, a task completed by all classroom staff in regards to the ideas trait and how to implement teaching this writing trait into the P/1 classroom. This trait was identified as an area of improvement for teacher and student as you can see in evidence 1 RJ, BD, MB received a 2 point score which is the equivalent of a D. These activity ideas were given by a principal, 2/3 and 4/5/6 teacher.
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After this activity, classroom teachers brought in 2 pieces of written work to be moderated by peers. The floor was open for a 2 minute introduction of the task and then teachers used the writing project rubric and checklist to mark against. After 5 minutes, teachers gave feedback on the marks they noted and teachers used their judgement to either justify a change in grade or not (6.3).
Evidence 3: Photocopy of task completed by all teaching staff to inform teaching the writing trait ideas.