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ETP401/EE0401
Contents page:
Table 1: Summary of Assessment Task and Criteria.
Table 2: Whole class results for assessment
Appendix 1: Foundation writing sequence outline (including lesson plans with learning intentions)
Appendix 2: Assessment strategy in full with support material
Appendix 3: 3 x student assessment work samples and associated feedback.
Appendix 4: Peer & Mentor feedback on proposed assessment design
Image 1: Laminated pictures from The Very Hungry Caterpillar.
Image 2: Class constructed The Very Hungry Caterpillar story map.
Image 3: The Very Hungry Caterpillar planning document.
Image 4: The Very Hungry Caterpillar writing sheet handouts.
Image 5: Student portfolio descriptions.
Image 6: Schools Literacy Assessment & Monitoring Schedule planner.
Image 7: Assessment support material (for focus group)
Image 8: Class constructed juicy word list.
Image 9: Class constructed 5 Star Writing anchor chart.
Introduction:
Learning and Teaching Context
At the start of Term 1, Foundation students were tested on their ability to write and/or recall (by drawing)
an event from a stimulus (picture book Clever Max) during the English Online interview (diagnostic
assessment). In addition to this, students began developing their letter/sound relationships to construct
words and simple sentences based on their own experiences. From here, students quickly moved to simple
recount writing about what they did on the weekends in their journals. By the end of Term 1, Foundation
students completed a written All about me book based on language experiences; wrote from numerous
picture book stimuli including Meg and Mog and created their own illustrated storyboard to convey
sequencing. During reading various Meg and Mog stories, students have been introduced to the language
beginning, middle and end. Before beginning this sequence of lessons, students had only practised
sequencing events by orally retelling some of the Meg and Mog stories out aloud, but not in written form.
As a result, I asked my supervising teacher if I could run a series of lessons based on retell writing of The
Very Hungry Caterpillar highlighting the beginning, middle and end of the picture book. It was a formative
assessment task as I constantly monitored student learning and provided ongoing feedback for students to
improve on their writing for the next stage (i.e. after writing about the beginning, and middle) of the
story. The students prior knowledge and their Term 1 writing achievements briefly discussed above was
the key influence on my chosen assessment approach. It seemed logical that a written retell from a given
stimulus was the next step of the Foundation students learning. Appendix 1 shows in detail the sequence
of my 5 lessons and associated learning intentions. The assessment strategy will be discussed in further
detail later in this report as can be referred to in Appendix 2.
Assessment Design and Development:
Rationale
It is important for students to recognise that sentences are key units for expressing ideas. These ideas can
be used to tell a story or convey meaning. Students need to understand that texts are made up of words,
created by authors who tell stories and share experiences that may be similar to, or different from
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students own experiences (ACELT1575, ACARA, 2015). Students should be encouraged to share their
own experiences. Creating short texts is a great way to do this as it provides a platform for students to
explore, record and report ideas and events using familiar words and beginner writing techniques
(ACELY1651, ACARA, 2015). As they listen and produce brief spoken texts with familiar ideas and
information, they start to sequence the main events/ideas in their speech. This in turn, helps add depth to
their writing as they start to experiment with language to help them sequence a story within their writing.
For example, students start to use First I did this.., Then this happened, Later I did this etc. This
links in nicely with my learning intentions, in particular the one that states that students should be able to
construct and sequence simple sentences from a given stimulus. Refer to Appendix 2 for discussion
about choice of criteria in the rubric, as well as feedback strategies that I planned as part of this
assessment task. Table 1 below as well as Appendix 2 goes in to further detail about my assessment
strategy.
Table 1: Summary of Assessment Task and Criteria
Assessm
ent
Task
Assessme
nt Task
Title:
Retell
writing of
The Very
Hungry
Caterpillar
highlightin
g the
beginning
, middle
and end
of the
Type of Assessment
Links To Curriculum
Criteria
How will it be
assessed?
E.g. criteria,
rubric, marking
schema.
-Formative, progressive
assessment task.
- Identify some
features of texts
including events and
Feedback to
students
picture
book.
(refer to Appendix
2 for detailed
rubric).
- Retell familiar
literary texts through
performance, use of
illustrations and
images (ACELT1580)
**This assessment
piece will form
part of their
student portfolio.
- Recognise some
different types of
literary texts and
identify some
characteristic features
of literary texts, for
example beginnings
and endings of
traditional texts and
rhyme in poetry
(ACELT1785)
and/or student
conferencing.
-Teacher will also
observe students;
take notes of areas
of improvement for
students and will
follow them up at
each stage.
- Verbal peer
feedback will also
be conducted
during share time
after each stage of
writing in the form
of 3 stars and a
wish (see
explanation in
Appendix 1).
observations, the 5 star writing anchor chart (refer to Appendix 2, Image 9) and discussions with my
mentor teacher whilst moderating students writing.
Table 2: Whole class results for assessment
Lily
Darcy
Amelia
-Majority of writing is sequenced correctly; mainly accurate spelling, some punctuation and related to
The Very Hungry Caterpillar.
-Able to articulate sequenced sentences from beginning, middle and end of the text respectively.
-Writes very slow and often looks to the teacher for guidance.
- Has a good knowledge of letter/sound relationships and this helps in her spelling.
-Often forgets to start a new sentence will a capital letter.
-For the most part her letters are formed correctly, however needs to practice n and h.
Chelsea
Angus
*Began in the teacher assisted writing group during the beginning writing stage of
Hungry Caterpillar.
The Very
-Moved off table and began writing with limited assistance from me.
- Able to articulate sequenced sentences from beginning, middle and end of the text respectively.
-Was able to sequence events by himself from the middle-part 2 onwards.
-Had a go at sounding out unfamiliar words and these were legible even though not spelt correctly.
E.g./ wun (one) and joose (juicy).
- He started to incorporate and in his sentences to extend them.
-Can read back exactly what hes written.
-Has grown a tremendous amount in his writing and I can see his confidence growing.
Lali
Jack
-He continues to write words by sounding them out before checking them on wordlists around the
room.
-Writing is neat (i.e. letters all the same size), legible, had finger spaces and basic punctuation.
-Able to articulate sequenced sentences from beginning, middle and end of the text respectively.
-Majority of writing is sequenced correctly; mainly accurate spelling, some punctuation and related to
The Very Hungry Caterpillar.
-Reads exactly what she has written.
-Is aware of sound/letter relationships when spelling.
-Used juicy word list to make her writing more descriptive.
- Starting to experiment with language such as Then he ate instead of just listing what the
caterpillar did.
- Confident, independent writer, although can get distracted easily.
-Proud writer, making sure correct spelling and punctuation is used, however this often slows her
down quite a bit in comparison with her peers.
**Teacher assisted group**
-Needed teacher assistance to construct simple sentences.
-Worked from modeled sentence starters on the mini-whiteboard.
-Able to articulate sequenced sentences from middle/end.
-Strings of letters that indicate limited awareness of sound/letter relationships with no sequencing.
-Reading matches most of the writing.
-Able to draw images to reflect writing at each stage.
-Lack of finger spaces in writing, and his letters can often be different sizes.
-Sometimes his writing is hard to read, although his writing neatness is improving.
-Is only writing very simple sentence structures.
Marissa
Kai
-On the majority, is able to articulate sequenced sentences from beginning, middle and end of the
text respectively.
-Very slow at writing, easily distracted.
-Has limited letter/sound relationship knowledge but can recall and write a number of high frequency
words.
-Can read back exactly what shes written.
-Is always one of the last students to finish her writing.
-Confidently able to articulate sequenced sentences from beginning, middle and end of the text
respectively.
-Majority of writing is sequenced correctly.
- Often reverses his S when writing.
- Often spells was, woz however this is common at their age.
-Mainly accurate spelling, some punctuation and related to The Very Hungry Caterpillar.
- Can read back exactly what hes written.
-Is aware of sound/letter relationships when spelling.
-Used juicy word list to make his writing more descriptive.
- Had a go at sounding out unfamiliar words and these were legible even though not spelt correctly.
-For the most part, his spelling is correct.
- Has come up with great vocabulary to describe fruit such as divine and scrumptious.
- Starting to experiment with language such as After that he wasnt instead of just listing what
the caterpillar did.
-Needs to work on his 5 star writing, in particular his writing neatness and finger spaces.
Ava
Mirabel
- Needs to slow down when he writes, often the first to finish but with quite a few mistakes. He is now
starting to self-correct his own work before coming to me to have it corrected.
-Confidently able to articulate sequenced sentences from beginning, middle and end of the text
respectively.
-Majority of writing is sequenced correctly.
- Often reverses her L when writing.
- Needs to re-read her work as she often omits 2-3 words.
-Writing is neat, legible and for the most part there is correct spelling and punctuation.
-Starting to experiment with language such as So, he wasnt showing more in-depth sequencing.
-She is starting to incorporate juicy words within her writing.
-Confidently able to articulate sequenced sentences from beginning, middle and end of the text
respectively.
-Majority of writing is sequenced correctly; mainly accurate spelling, punctuation and related to The
Very Hungry Caterpillar.
-Reads exactly what she has written.
Isaac
Harry
-*Began in the teacher assisted writing group during the beginning stage of the VHC.
-Moved off table and began writing with limited assistance from me.
-Able to articulate some sequenced sentences from beginning, middle and end of the text
respectively.
-Majority of writing is sequenced correctly; mainly accurate spelling and punctuation.
-On the most part he forms letters correctly.
-His writing is progressing from On Monday he ate this, On Tuesday he ate this to He ate through
one juicy leaf. Then he was a fat caterpillar. This shows that he is starting to use language in his
writing that demonstrates sequencing.
Maxim
-Strings of letters that indicate limited awareness of sound/letter relationships with very limited
sequencing.
-Reading matches some of the writing.
-Able to draw images to reflect writing at each stage.
- Often includes a capital R in the middle of his words.
- Neatness of his writing has improved.
Oliver
Vanessa
Astrid
Eleanor
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Gavriela
Jardin
-Can write multiple sequenced sentences with ease and always incorporates expressive language.
-Able to articulate sequenced sentences from beginning, middle and end of the text respectively.
-Majority of writing is sequenced correctly; mainly accurate spelling, some punctuation and related to
The Very Hungry Caterpillar.
-Reads exactly what she has written.
-Is aware of sound/letter relationships when spelling during writing.
-Used juicy word list as well as her own words to make her writing more descriptive.
- Confident, independent writer, although is very slow.
**Teacher assisted group**
-Needed teacher assistance to construct simple sentences.
-Worked from modeled sentence starters on the mini-whiteboard.
-Able to articulate only 2-3 sequenced sentences from beginning/middle.
-Strings of letters that indicate limited awareness of sound/letter relationships with very limited
sequencing.
-Reading matches some of the writing.
-Able to draw images to reflect writing at each stage.
- Is currently working on neatness of writing and finger spaces.
Looking at Table 2, it is apparent that most students were successfully able to use conventional letters,
groups of letters and simple punctuation (i.e. full stops, capital letters) to communicate meaning in their
writing. There also seems to be a pattern, especially with the independent writers of them drawing on their
knowledge of letter/sound relationships to sound out unfamiliar or difficult words. All students successfully
worked through the planning phase of illustrating their own story maps to help prepare for writing. It
doesnt surprise me that those students who could write multiple sequenced sentences with ease are the
ones that are constantly reading and practicing their Oxford words each night. I am able to tell this, as I
would regularly check their readers. On the other hand, those that struggled to sequence events and/or
construct simple sentences are skipping nights when they should be reading and/or could be read to.
Other factors that may have influenced these results could have included the language experiences of the
student and subsequent ability to draw on knowledge of letter/sound relationships, as well as their level of
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beginner writing knowledge. From my informal conversations with the students, the majority of them
understood that most texts have a beginning, middle and end component. They were able to verbalise to
me that the beginning was the introduction to the story (e.g./ the white egg on the leaf that lay under the
moon one dark night), the middle usually involved a problem (e.g./ the caterpillar ate too much and now
had a stomachache) and the end was when the problem was resolved (e.g./ he ate one nice green leaf
and felt better).
In evaluating the whole class achievement, I would have to say that the majority of students were able to
successfully sequence simple sentences, highlighting the beginning, middle and end of the VHC. When
redirected to the central story map or their own illustrated one, all students could orally retell and
sequence at least 3-4 events. They were also able to construct simple retell sentences from a given
stimulus as opposed to writing a personal recount. Thus, the majority has ticked the boxes to meet the
learning outcomes for this sequence of lessons (refer to Appendix 1 for learning outcomes).
As a result of this evaluation, I would modify my teaching practice by giving the students time to role-play
the story in small-groups. By doing so, students are able to verbalise to one another how they recalled the
events within the text in their minds. Within their small groups, students can bounce sentence starters off
one another as well as descriptive words. Students within these small groups may be introduced to new or
interesting words they previously might not have been exposed to. This could also be a way of
encouraging student collaboration, engagement and build confidence for those reluctant learners.
Appendix 3 shows assessment work samples from 3 students, Eleanor, Angus and Maxim and some
feedback I gave to each student. In Eleanors writing sample of the VHC, she has an excellent
understanding of sound/letter relationships with limited spelling and punctuation errors. She is very
descriptive in her writing and is showing evidence of using language to sequence events. I had
encouraged her to continue writing using expressive language and perhaps try and introduce a few of her
own juicy words in her writing. Similarly, in Angus writing, it can be seen that he is beginning to extend
his beginner writing knowledge to sequence events. He began in the teacher-assisted group but shortly
moved off that table and only required limited assistance from me thereafter during the assessment. I am
impressed how he was able to sequence events by himself from the middle-part 2 onwards. He also had
a go at sounding out unfamiliar words and these were legible even though not spelt correctly e.g./ wun
(one) and joose (juicy). Towards the end of the assessment task you can see how he has started to
incorporate joining words in his sentences such as and to help extend them. In the case of Maxim, I was
helping him work on simple sentence structures and the beginning sounds of words. For the most part he
could successfully identify the beginning and end sounds of given words but needed help when composing
simple sentences. After modeling basic sentence structures, I had a new goal for him, which was to
improve his 5 star writing, in particular his neatness and size of his letters. I am happy to say that judging
by Appendix 3, I believe his handwriting has progressed and is much more legible. For further descriptions
of feedback that I provided to these 3 students, refer to Appendix 3 below.
My assessment strategy - formative assessment or assessment for learning - was integrated throughout
the learning sequence and not just seen as an essential tag on at the end, as is the case in some
summative assessment pieces. I wanted to ensure that I was constantly monitoring student progress,
providing them with ongoing feedback and getting them to take control of their own learning, thinking
about how they can improve on their beginner writing techniques. Using this strategy, I was able to gauge
a students level of understanding about re-tell writing, seeing what the student did or didnt know, and
then providing them with feedback between each stage of writing to help them understand what it is that
they were ready to learn next. In terms of writing, when feedback focuses on a summative task, such as
the final draft submission of an essay, the feedback is not likely to change students performance because
there is no opportunity for students to re-think, or re-do their work. Feedback that is deferred until after
the task is completely finished is unlikely to affect student understanding, because the students mind is
now focused on a new topic. That is why I moderated each writing sample after each stage of writing of
the VHC, together with my mentor teacher. We not only moderated against a rubric, but also talked about
individual goals/areas of improvement that would move leaners forward in their writing.
What role did peer and Mentor feedback play in your assessment design?
Appendix 4 below shows brief anecdotal notes that I took during my AT 2 Part 1 assessment proposal when
my peers and supervising teacher gave me feedback. My peers thought my assessment strategy was well
thought out, age appropriate and well differentiated. In particular, they liked how my assessment
task/strategy was the next logical step in the learning for the Foundation students, and how it was building
on their prior knowledge of writing from a stimulus and sequencing events on an illustrated storyboard.
Due to the positive responses of my proposed assessment design from both my peers and supervising
teacher, there wasnt much tweaking in my assessment strategy that needed to be done.
How would you evaluate the quality of your assessment design?
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As alluded to above, I believe that my assessment task was really purposeful, engaging and age
appropriate. By providing ongoing informal feedback between writing stages, I was able to set individual
student goals and these were really taken onboard and there was evidence of positive progression in their
beginner writing techniques.
My teacher stance on assessment
Continuing from my stance from AT 1, I am of the belief that the main purpose of assessment is ultimately
to improve student outcomes, however the overriding purpose of assessment still tends to manifest to
create tensions. Thus, assessment is not always seen as positive, particularly from those whose work is
subjected to it (Harlen, 2010, p. 30). Learning, teaching and assessment go hand-in-hand and I personally
believe that a formative assessment approach should be more widely used in schools and on a much more
regular basis. For assessment to effectively scaffold student learning and inform teacher practice,
assessment needs to be ongoing, providing students with feedback that will move their learning forward.
Im not suggesting that summative assessment be removed altogether as there are certain instances
where this type of assessment is only possible. Im only trying to convey that, where possible, assessment
needs to progressive. The teacher needs to facilitate students to help them understand what it is that they
can work-on and subsequently progress towards, ready to learn next. After evaluating and reflecting on my
assessment design, I am of the belief that ongoing, formative assessment is paramount when it comes to
improving instruction and associated learning. In addition to this, I am a huge supporter of activating
students as owners of their own learning and as resources for one another. At any level, share-time is
paramount if students are to develop a sense of ownership about their work. It is an important time where
students provide each other with constructive feedback. In Churchill et al. 2011 (p. 204), Black & William
(1998) state that when feedback and assessment function optimally within the classroom, they play a
crucial role in student learning. After running this sequence of lessons and associated assessment, I
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couldnt agree more with this statement. Overall, I want to ensure that I promote assessment practices
that are progressive, constructive and where possible, personalised. I believe informal, ongoing feedback
is the best way to achieve this, especially in the younger years.
References:
Australian Curriculum, Assessment and Reporting Authority 2015, English: Foundation Year Level
Description, retrieved 9 June, < http://www.australiancurriculum.edu.au/english/curriculum/f-10?
layout=1#levelF>
Black, P & Wiliam, D 1998, 'Inside the Black Box: Raising Standards through Classroom Assessment', Phi
Delta Kappan, vol. 80, no. 2, pp. 139-44, 46-48.
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Churchill, R, Ferguson, P, Godinho, S, Johnson, NF, Keddie, A, Letts, W, Mackay, J, McGill, M, Mouss, J, Nagel,
MC, Nicholson, P, Vick, M 2011 Teaching: Making a Difference, John Wiley & Sons Australia, Ltd, Milton, Qld.
Harlen, W 2010, 'Chapter 2 What is quality teacher assessment?', in J Gardner, W Harlen, L Hayward, G
Stobart & M Montgomery (eds), Developing Teacher Assessment, Open University Press and McGraw-Hill
Education, Maidenhead, Berkshire.
Swaffield, S 2011, 'Getting to the heart of authentic Assessment for Learning', Assessment in Education:
Principles, Policy and Practice, vol. 18, no. 4, pp. 433-49.
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Whole Class
Independent
Writing
Lesson 1:
Constructing a
storyboard of
the VHC
Lesson 2:
Retell writing
(Beginning)
Aspect: Composing
Focus: Retell writing
Approach: Modeled/shared
Activity: Refer to the central story map again and
invite students to practice telling the story to the
class. Highlight interesting words they use. Focus
on the starting sentence in the story and ask the
children to close their eyes and imagine this
happening. What happened next? Remind the
students how the story has 3 main parts, a
beginning, middle and end. Focus on the beginning
component and model the writing for this part with
contributions from the class. Rub this off, leaving
only the first sentence up on the board as a
sentence starter.
Come up with a list of helpful words on the miniwhiteboard that occurred in the beginning of the
story e.g. moon, leaf, sun, etc. Also display these
words on the story map in the right places where
possible.
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Lesson 4:
Retell writing
(Middle part
2)
Aspect: Composing
Approach: Shared
Activity: Practice orally retelling
the middle of the VHC as a
group. Provide students with
sentence starters on the miniwhiteboard, e.g. On Monday, he
ate. The students will write
about what he ate from Monday
Friday, referring to the
modeled writing on the miniwhiteboard and their own
illustrated story map with
teacher assistance.
Approach: Independent
Activity: Practice orally
retelling the middle of the
story in pairs at their tables
before writing.
Students will use their story
map and the new juicy
word list to write the first
part of the middle, stopping
at the end of Friday (5
oranges).
Allow for share time.
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Aspect: Composing
Approach: Shared/modeled
Activity: Revisit the central story map. Talk
about how we will be writing about the end of
the VHC. Mention to the students that the end of
the story is usually when the problem is solved.
Do shared writing up of the board, then rub this
off, leaving useful words on the board/sentence
starters as appropriate. Come up with a new list
of juicy words that students can use in their
writing.
Approach: Independent
Activity: Practice orally
retelling the end of the story
in pairs at their tables
before writing. Children will
write about the end of the
story and are encouraged to
use juicy words
throughout.
Learning intentions:
As a consequence of this lesson sequence, students should:
Use familiar words, phrases and images to retell a story.
Understand that most texts have a beginning, middle and end.
Show evidence in their writing of basic letter/sound relationships.
Use conventional letters, groups of letters and simple punctuation (i.e. full stops, capital letters) in their writing.
Be able to construct simple retell sentences from a stimulus (in this case from images within a book).
Sequence 3 or more events within the beginning, middle and end of the VHC in written form.
*Next lesson we will assemble our pages and make a front cover for our books. We will share the final product as a
class. Students will peer assess each others work by verbalising three things they liked and one thing they could
improve on (three stars and a wish).
*Finished written VHC retell stories will form part of students portfolios.
= Ongoing formative assessment, focused on as part of this assignment.
Due to the writing ability of the children I will be focusing on modeling simple sentences, such as:
-
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Image 3: VHC planning document students used to help prepare for writing.
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This assessment approach is integrated into the learning and not just seen as an essential tag on at
the end
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-After each stage, the students work will be collected and moderated against a rubric (see below within
this Appendix). The teacher will only see students rubrics.
- The teacher uses the rubric to make notes on each childs areas of strengths and areas needing
improvement.
- These notes will be used by the teacher to provide students with verbal, informal feedback on how they
can improve after each stage of retell writing of The Very Hungry Caterpillar.
**This assessment piece will form part of their student portfolio**.
How will it fit in with the bigger picture of the schools assessment culture?
During Foundation year the major assessment piece is the student portfolio. The portfolio contains
student-learning goals, samples of work and rich assessments (i.e. teacher-constructed) pieces relevant
to AusVELS.
The written retell of The Very Hungry Caterpillar is a rich assessment task that will make up part of the
Writing component of the Foundation Program Overview as outlined in the student portfolio (refer to
image 5).
Image 5: Student portfolio subject area descriptions.
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This rich assessment task also fits in nicely within the schools literacy assessment and monitoring
schedule and will make up the rich assessment task that must be completed in week 8 of Term 2 (refer to
image 6 below).
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What teaching and learning approaches are you intending to use to support student learning?
Fish-bowling with students who need additional support. Modeling beginner writing behaviours. Give
students prompts such as days of the week names and associated images for them to write from (focus
group). Simplify sentences for them to read before rubbing them off. This can be seen in Image 7.
- Encourage students to rehearse their sentences out loud with a partner before they begin writing
(independent writing).
- Encourage students to elaborate on their sentences by using and as well as juicy words instead of just
writing simple sentences. Look for 3 or more descriptive sentences per beginning, middle and end section
that are correctly sequenced. Come up with a list of juicy words as a class that students can use to add
depth to their writing (extension group) as seen in
Image 8.
Image 8: Class constructed juicy word list.
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o Picture only.
Reading back the writing
o Can read back the writing.
o Tries but cannot read back the writing.
o No attempt to read back the writing.
The relationship between what the student reads and what they have actually written
o The child reads exactly what they have written.
o Reading matches some of the writing.
o Reading has no obvious correspondence to what is actually written.
Assessment support material:
1) Laminated pictures from the VHC story
(i.e. props) refer to Appendix 1, Image 1.
2) Class constructed VHC storyboard - refer to Appendix 1, Image 2.
3) Planning document (refer back to Appendix 1, Image 3)
4) VHC writing sheet handouts (see above Appendix 2, Image 4)
5) Assessment Rubric (used only by the teacher to assess students beginner writing knowledge) see
above, Appendix 2.
6) Class constructed 5 Star Writing anchor chart (see below Appendix 2, Image 9)
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Student 1: Eleanor
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Appendix 3: 3 x
student assessment work samples and feedback
Student 3: Maxim
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36
37
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