Analysing Narratives – Using the EALD Language and Literacy Levels – Staff Meeting 24th February 2016

Suggested order to explore texts:
 – foregrounding
 – noun groups
 – verbs
 – circumstances

NB: Decide on some benchmarks – to ensure consistency. Check with your year level colleagues that a Level 6 (for example) looks the same.

Refer to moderated evidence here (Narratives) and here (our Recounts from 2015).

Notes page to help with assigning a level:
EALD Notes for Assigning a level
EALD Notes

Oral Proforma from Moderated Evidence

2016 Oral Proforma from Mod Evidence p 1 Oral Proforma Mod Evid

Some Year Levels Teams might like to explore these areas in further depth:

Sentences
language-and-literacy-levels-module-1-2a-sentences

Circumstances
language-and-literacy-levels-module-1-2b-circumstances

Nominalisation
language-and-literacy-levels-module-1-2c-nominalisation

Where to next?
Maintain teaching focus on Sentence Structure and expand to also explicitly teach Text Cohesion.
There are some great suggestions here for explicit teaching:

Teaching Strategies:
teachingstrategies_1 (1)

Narrative Prompts – Some suggestions

Here are some narrative prompts to help you choose something that would be useful for your students. Could teachers please get together to decide which prompt they will use:
– Receptions – will orally retell a well known story
– Year 1/2 – a fluffy green frog used as a prompt
– Year 3-6 – Trouble prompt (see below)
– Year 7 – Through the doors

Please decide with your group the exact wording to be used by the teacher when introducing the prompt. Explicit teaching is not required at this stage of baseline data collection. Confirm the prompt and wording with Nicola, Julie or Daniela prior to undertaking the task with students.

 

A special Summer Day

Gr4-5_Summer_Day
Cow Story
Cow Story

Strange Events prompt
Narrative Promptstrange events
Past NAPLAN prompt:

The Box

Narrative prompt the box

Danger prompt

Trouble

Missing Parts
Missing Parts

Aliens

aliens

Touch down
Touch down
Fine details

Fine details

Reference:
https://www.qcaa.qld.edu.au/p-10/naplan/test-preparation/writing2/imaginative-writing

Testing Process for NPS Students 2015

Could staff please make sure that the following assessments have been collated and entered into our database.

Year Group

Early Intervention Program

Oral Language

Phonological Awareness

eg. SPAT, PAA

PAT-R

(Sept)

PAT-M

(Sept)

SA Spelling

Test A beginning of Year

Test B End of Year

Running Records

(DECD – End of Term 1 and 3)

Ongoing

NAPLAN

 

(May)

Writing EALD Language and Literacy Level – Sentence Structure
R Y Y Y Y
1 Y Y Y Y
2 Y Y Y Y Y Y
3 Teacher Judgement Y Y Y Teacher Judgement Y Y
4 Teacher Judgement Y Y Y Teacher Judgement Y
5 Teacher Judgement Y Y Y Teacher Judgement Y Y
6 Teacher Judgement Y Y Y Teacher Judgement Y
7 Teacher Judgement Y Y Y Teacher Judgement Y Y

 

Download a copy of SA Spelling Tests here:
South-Australian-Spelling-Test-1ntr68s

PD Days – August 24 and 25, 2015

Check out this Blog Post about rubrics: http://www.brilliant-insane.com/2014/10/single-point-rubric.html

Assessment Strategies
http://www.decd.sa.gov.au/assessment/files/pages/strategies/assessment_strategies.pdf

Genres across the Australian Curriculum
http://www.decd.sa.gov.au/literacy/files/links/genre_maps_of_the_australi.pdf

Literacy Capability
http://www.decd.sa.gov.au/literacy/files/links/Lit_capability_elements_an.pdf

Teaching and Learning Cycle
http://www.decd.sa.gov.au/literacy/files/links/teaching_and_learning_cycl.pdf
Teaching and Learning Cycle

SOLO Taxonomy Resources:
http://www.whitehorseps.vic.edu.au/page/280/The-SOLO-Taxonomy
http://notosh.com/lab/solo-taxonomy/
http://pamhook.com/wiki/Assessment_capable_students#Developing_assessment_capable_students_using_SOLO_Taxonomy
Advantages of SOLO Taxonomy:
http://pamhook.com/wiki/Advantages_of_SOLO_Taxonomy
http://pamhook.com/wiki/HookED_Wiki

SlideShare Presentations:
http://pamhook.com/wiki/HOT_SOLO_Presentations

Graphic Organisers to help students synthesise information/ look for links/ relationships:
SOLO Identifying features
SOLO graphic org

Reporting Guidelines:
https://myintranet.learnlink.sa.edu.au/?a=10067
Reporting ‘C’ Grade – near and far transfer:
reporting-in-australian-curriculum-in-decd

Achievement Standards for each curriculum area:

Italian: Italian Achievement Standards

Visual Arts:australian-curriculum-achievement-standard-visual-arts

Civics and Citizenship: australian-curriculum-achievement-standard-civics-citizenship

Dance:australian-curriculum-achievement-standard-dance

Design Technologies: australian-curriculum-achievement-standard-design-technologies

Digital Technologies: australian-curriculum-achievement-standard-digital-technologies

Drama: australian-curriculum-achievement-standard-drama

Economics and Business: australian-curriculum-achievement-standard-economics-business

Health and PE: australian-curriculum-achievement-standard-health

Media Arts: australian-curriculum-achievement-standard-media-arts

Music: australian-curriculum-achievement-standard-music

Science: australian-curriculum-achievement-standards-v3-science

English: australian-curriculum-achievement-standards-v6-english

Geography: australian-curriculum-achievement-standards-v6-geography

History: australian-curriculum-achievement-standards-v6-history

Maths: australian-curriculum-achievement-standards-v6-mathematics

Sentence Structures/ Achievement Standard using the Language and Literacy Levels

Reception:Sentence Structure Reception Achievement Standard

Year 1:Sentence Structure Year 1 Achievement Standard

Year 2:Sentence Structure Yera 2 Achievement Standard

Year 3:Sentence Structure Year 3 Achievement Standard

Year 4:Sentence Structure Year 4 Achievement Standard

Year 5:Sentence Structure Year 5 Achievement Standard

Year 6:Sentence Structure Year 6 Achievement Standard

Year 7:Sentence Structure Yera 7 Achievement Standard

SOLO Blank Rubric:
SOLO Blank

Unit Planner:
Unit Planner
Unit Planner 2015 NPSV2.0