Category Archives: Professional Development
EALD Language and Literacy Levelling Process 2017
Refer to Year 3 text ‘A Spider in the House’
Using the following form and your Language and Literacy Levels book, assign a level to each aspect and decide on an overall level. Discuss findings.
EALD-Notes-for-Assigning-a-level-added-tablesv2-qnfvm1[1]
Continue the levelling process of Wave 2 and 3 students in your year level teams.
Refer to the narratives here to moderate your judgements.
If you prefer to highlight texts as you are levelling use these colours:
– foregrounding- Yellow
– noun groups
– verbs
– circumstances
–conjunctions
Teaching Foci-
2015 – Sentence Structure
2016 – Sentence Structure and Text Cohesion
2017 – Sentence Structure, Text Cohesion and expand vocabulary
Teaching Strategies
Students as Learning Designers
Students discuss how everyone can challenge themselves in new learning.
Students negotiate and design learning that stretches their thinking.
Students talk with others about what they need to learn and why.
Students share what they already know, can do and understand.
So…what does this mean for you?
Different Kinds of Circumstances – Grammar
From ‘A New Grammar Companion For Teachers’
Beverly Derewianka
| Time | |
|
When? (Point in time) |
I’ll see you at eight o’clock. He’s got an appointment in the morning. She sprained her ankle yesterday. We’re going over there now. |
|
How long? (Duration in time) |
I haven’t seen him for ages. That film lasted forever. During this period he was unemployed. |
|
How many times? (Frequency) |
We play tennis every Saturday. They regularly visit his mother. On weekdays she catches the bus. We often see him at the club. |
| Place | |
|
Where? (Point in space) |
I’ll see you there. Place eggs in the bowl. He snuggled under the warm blankets. |
|
Where to/ from? (Direction) |
He was walking backwards. They drove towards the village. |
| How far? (Distance) | We walked for miles. |
| Manner | |
|
How? (Quality) |
Slowly, she made her way through the crowd. The singers performed well. |
| By what means? (Means) |
Beat the mixture with a fork. They travelled by train. |
|
What like? (Comparison) |
She laughed like a hyena. Unlike her mother, she enjoyed reading. |
|
How much? (Degree) |
To a large extent they only had themselves to blame. She always pays too much. She loved him deeply. |
| Accompaniment | |
|
Who/what with? (In the company of) |
She went to the dentist alone. Together they fought for justice. He left with Susan. |
|
And who/what else? (In addition) |
There was blancmange as well as jelly. Besides her best friend, no-one knew her secret. The children cleaned up instead of their mother. |
| Matter | |
|
What about? (Topic) |
Regarding your question, can you put it in writing? They talked all night about the situation. |
| Cause | |
|
Why? (Reason) |
Due to poor visibility, the flight will be cancelled. As a result of her illness, she was unable to continue. They invited her out of pity. |
|
Why? What for? (Purpose) |
He was making lasagne for dinner. She went to the party in the hope of seeing him. |
| Who for? (Behalf) |
I wanted to thank you on our behalf. Mick laid the table for his mother. |
| Contingency | |
|
What if…? (Condition) |
In case of cancellation, tickets will be refunded. In the event of a draw, there will be a penalty shootout. |
|
Although…? (Concession) |
Beached whale dies, despite recue attempts. They let him play in spite of their misgivings. |
| Role | |
|
What as? (Guise) |
As an expert in the field, she was often asked for her opinion. In his role as president, he chaired the meeting. |
| Angle | |
|
According to whom? (Source) |
In the words of Martin Luther King Jr., a right delayed is a right denied. According to you, I’m difficult. |
|
In whose view? (Viewpoint) |
In my opinion, she could do much better. From the customer’s perspective, it’s a legitimate gripe. |
NAPLAN Marking Guides – For Reference
Narrative
NAPLAN_Narrative Marking_Guide
Persuasive
NAPLAN_Persuasive_Writing_Marking_Guide_-With_cover
Link to web page with extra resources:
http://www.nap.edu.au/naplan/writing/writing.html
EALD Levelling – An example
The Four Dragons
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
Oral Proforma from Moderated Evidence
2016 Oral Proforma from Mod Evidence p 1 
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)
Blogging PD
Staff Meetings and PD – Term, 2016
| Week | ||
| 1 | Whole staff adminSwimming week, acquaintance night, overviews, student leaders induction, SRC reps | Planning teams |
| 2 | AGM | |
| 3 | Acquaintance Night & Nature Play showcase (re: Master Plan) | |
| 4 | Whole staff admin | Planning teams (L & L support) |
| 5 | PLC | |
| 6 | Kids Matter update | |
| 7 | Partnership meeting | |
| 8 | Whole staff admin | Planning teams (L & L support) |
| 9 | Parent Interviews | |
| 10 | PLC | |
| 11 | Celebrations |
PAT Teacher Resources
Using the link on this blog, log in to the PAT Tests site.
Generate a standard report
Remember to compare to like year level for stanine information to load
View chart
Explore sorting the data in different ways
Are there patterns that you notice? – Weaker/ stronger areas across the year level?
Are there some common misconceptions across cohorts that could be investigated further?
Which resources/ activities could help to address misconceptions? – Click on the PAT Resources Centre link on the Home menu