Support the development of literacy and oral language-
Question 1- In consultation with your teacher, observe or support an actual WRITING lesson with a whole class or a small group of students. Complete table below.
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DESCRIPTION OF CLASSROOM WRITING PROCESS
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Genre and purpose:
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Year level:
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Amount of text expected:
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Planning:
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Composing (drafting):
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Revising / Editing:
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Conferencing:
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Proofreading:
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Publishing:
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Templates/ tools/ resources
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Support strategies
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Student participation
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Tick literacy skills used
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Oral
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Reading
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Writing
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Question 2 - In consultation with your teacher, you are required to provide reading support to TWO (2) students in the classes in which you are working. The students should have different reading support needs.
Use the following link to The Australia Curriculum "English Scope and Sequence": http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1to locate information relating to literacy for your year level.
Complete your responses in the tables provided below.
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Student A
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Age and Year Level:
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Area of support targetede.g. Fluency, sight words, Comprehension, Pronunciation
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Resources used(Book titles, software title etc.)
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Strategies used (detailed description)
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Observation of student response and progress
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Session 1
Area of support required:
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Session 2
Area of support required:
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Session 3
Area of support required:
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Brief progress report for teacher
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Briefly describe how you maintained confidentiality for Student A
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Student B
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Age and Year Level:
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Area of support targetede.g. Fluency, sight words, Comprehension, Pronunciation
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Resources used(Book titles, software title etc.)
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Strategies used (detailed description)
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Observation of student response and progress
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Session 1
Area of support required:
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Session 2
Area of support required:
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Session 3
Area of support required:
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Brief progress report for teacher
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Briefly describe how you maintained confidentiality for Student B
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Question 3 - Design a Numeracy resource.
1. In consultation with your teacher, design your own NUMERACY learning resource that could be used to assist TWO (2) or more students in a numeracy activity.
2. While you are creating your resource, take photos or screen shots to show the process.
3. Insert your photos or screen shots here.
Click here for Instructions on how to take a screen shot - http://www.take-a-screenshot.org/
Question 4 - 1. Use your numeracy resource with TWO (2) students. Note: For confidentiality reasons, students are to be referred to as Student A and Student B.
2. Record theage and year level of Student A and B in the table below.
3. Use the tables below to record your observations. Describing the students' responses to your resource will help you to reflect on its success.
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Student A:
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Age/Year Level:
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Numeracy Concept that your resource supports:
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Preferred Learning Styles of student: (e.g. Visual, auditory, kinaesthetic)
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Potential Learning Difficulties:
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In order to make meaning of the numeracy concepts of your resource, what skills and knowledge will the students need?
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What instructions and mathematical language did you provide to the student for the use of the resource?
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How does your numeracy resource encourage independent learning by the students?
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Evaluation:
How could you improve the learning experience for next time? (50-100 words)
What positive feedback did you provide to the students? (50-100 words)
What feedback did you provide to the teacher? (50-100 words)
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How did you maintain confidentiality?
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Student B
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Age/Year Level:
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Numeracy Concept that your resource supports:
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Preferred Learning Styles of student: (e.g. Visual, auditory, kinaesthetic)
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Potential Learning Difficulties:
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In order to make meaning of the numeracy concepts of your resource, what skills and knowledge will the students need?
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What instructions and mathematical language did you provide to the student for the use of the resource?
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How does your numeracy resource encourage independent learning by the students?
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Evaluation:
How could you improve the learning experience for next time? (50-100 words)
What positive feedback did you provide to the students? (50-100 words)
What feedback did you provide to the teacher? (50-100 words)
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How did you maintain confidentiality?
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References:
AISNSW Services (2014) The Disability Discrimination Act (1992). Retrieved from http://www.aisnsw.edu.au/Services/GovtRegs/DDA/Pages/default.aspx
Education Queensland. (2013). Policy and Procedure Register. Retrieved from http://ppr.det.qld.gov.au/
Educations Queensland (2014) EAP Information. Retrieved from http://education.qld.gov.au/students/disabilities/adjustment/
Kearns, K. (2012). Supporting Education. The Teaching Assistant's Handbook. Frenchs Forest, NSW: Pearson Australia
Sample Maths Problem "Dad's Cookies" Retrieved from http://mathforum.org/pow/teacher/samples/MathForumSampleMathFundamentalsProblem.pdf
Student disabilities listed on Education Queensland's website: Retrieved from http://education.qld.gov.au/students/disabilities/adjustment/
The Australia Curriculum "Mathematics Scope and Sequence" Retrieved from http://www.australiancurriculum.edu.au/Mathematics/Rationale
The Australia Curriculum "English Scope and Sequence": Retrieved from www.australiancurriculum.edu.au/English/Rationale