Teaching Learning Assessment Cycle

Building Learning Context

Teacher Modelling of Language Features and Text Deconstruction
Collaborating to Construct Texts
Constructing Spoken or Written Texts Independently
Monitoring, Assessing, Reporting Achievement

Building the learning context

• Establish prupose of learning for students – Learning about WW1 and developing
Source Analysis skills
• provide students with opportunities to demonstrate existing knowledge and
understandings
• Explicitly teach language and words of skills
• develop awareness of related cultural understandings and values
Activities in FPD
• Explicit teaching of key words at beginning of each lesson
• Providing words prior to lesson for students to put into bilingual dictionary
• Outlining clear lesson goals and activity goals – establish the purpose of the learning
for students
• In first lesson tell students that the lessons are building to a source analysis task
• Introductory activities (such as pair brainstorm, class brainstorm) that look at the
prior knowledge of students
• Asking students to refer to their understanding within their own culture (e.g.
knowledge of wars prior to WW1 in their own culture) in order to link to cultural
conceptualisation

Teacher modelling of language features and text deconstruction

• model reading and writing
• identify the required genre and register expected of the task
• teach and use the language to talk about language (metalanguage)
• model and explicitly teach target language, structures and features
• model different texts and particular genres
• discuss the cultural aspects, purpose and audience of a text
• discuss the relationship between the writer and the audience, including cultural
protocols
• discuss the advantages and disadvantages of choosing written, spoken or
multimodal texts.
Activities in FPD
• Explicitly teach the meaning of source analysis words (perspective, primary,
secondary) and model how to identify in texts
• Teacher modelling of reading and viewing different sources (Image, pages from
textbook, videos, passages from historical texts). In this teacher will view with
students and highlight to them the different characteristics of the text. For example
in a textbook passage, this can be drawing attention to images, headings,
subheadings.
 • Outline the reasons for reading the text, read the questions you are required to
answer, read through skimming for these answers, highlight these answers, answer
the questions.
• This is done in multiple lessons in my FPD to model analysing different text types to
students.

Collaborating to construct texts

• share reading and writing
• scaffold students’ development of understandings about the topic, text and cultural
underpinnings through
• strategic questioning
• create new texts jointly as a scaffold to individual output
• provide opportunities for students to collaboratively produce texts
• provide explicit feedback about the students’ language choices
• recast key SAE language structures, where appropriate.
Activities in FPD
• Partner reading is done regularly
• Analysing sources with partner
• Most of source analysis activities done with a partner after modelled by teacher
• When they are working through with partner, the questions are scaffolded for them
and done one by one.
• Creation of texts with their partners. For example, creating a map with partner of
places of conflict during World War 1

Constructing spoken or written texts independently

• support students to produce their own SAE texts
• provide targeted feedback on how to improve texts based on shared understandings
of SAE
• introduce drafting, rehearsing, editing and publishing using SAE metalanguage.
Activities in FPD
• Student opportunities towards the end of the FPD to work independently on
activities. For example in Lesson 5, working on diagram independently. During this
however students can communicate and collaborate, so they have support if they
need. Another example, Lesson 6 when after being modelled how to analyse a
source by the teacher, and then analysing another in pairs, students analyse a source
independently.

Monitoring, assessing and reporting achievement

• use the EAL/D Progress Map to monitor and assess SAE learning progress
• monitor and evaluate performance on an ongoing basis
• Check for understanding, thumbs up thumbs down (Do I get this?) is student
reflection
• Provide feedback from formative assessment tasks
• Teacher observations, monitor how students are engaging with the activities and
class. Are they keeping up, are they struggling.
• Check for understanding (asking questions) is teacher reflection
• Teacher to keep anecdotal notes, written after class
• Keep student work samples
• Results from source analysis task
• Modification of final assessment task to make more appropriate to EAL/D students
and reflect the skill of short answer writing covered in class.