planning for differentiation using an inquiry process

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Planning for Differentiation using an Inquiry Process

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Planning for Differentiation using an Inquiry Process. Learning Intention. Knowledge of how to use the L iteracy C ontinuum to Map and Track S tudent P rogress. Success Criteria. We will be successful when we: - PowerPoint PPT Presentation

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Page 1: Planning for Differentiation using an Inquiry Process

Planning for Differentiation using an Inquiry Process

Page 2: Planning for Differentiation using an Inquiry Process

Knowledge of how to use the Literacy Continuum to Map and Track Student Progress

Learning Intention

Page 3: Planning for Differentiation using an Inquiry Process

Success CriteriaWe will be successful when we:

1. Become familiar with the critical aspects identified in the continuum

2. Begin to develop an understanding of the progression of writing

across the learning sequence and implications to differentiated planning

3. Identify how the Literacy continuum K–10 can support the teaching of

writing at your school.

4. Map gifted/high ability students to the continuum to find point of need

instruction.

Page 4: Planning for Differentiation using an Inquiry Process

Aspects, Clusters and Markers

There are eight critical aspects which are organised into clusters of learning that appear in a sequence. Within these clusters, there are markers which are milestones of expected achievement of the typical student at particular points in time.

Literacy continuum K-10

Reading texts

ComprehensionVocabularyknowledge

Aspects of writing

Aspects of speaking Phonics

Phonemic awareness

Concepts about print

Page 5: Planning for Differentiation using an Inquiry Process

Constrained and Unconstrained Skills

Unconstrained skills

Constrained skills

Reading textsComprehension

Vocabulary knowledgeAspects of writingAspects of

speakingPhonicsPhonemic awarenessConcepts about print

Page 6: Planning for Differentiation using an Inquiry Process

Kindergarten Y1 Y2 Y3 Y4 Y5 Y6

Clusters of Markers across the Primary Years

Page 7: Planning for Differentiation using an Inquiry Process

Y7 Y8 Y9 Y10Clusters of Markers across the Secondary Years

Page 8: Planning for Differentiation using an Inquiry Process

Learning sequence

Critical aspects

Page 9: Planning for Differentiation using an Inquiry Process

Activity: a closer look at one aspect

1. Look at the aspect Writing Texts.

2. Read these clusters of markers:Cluster 6 (end of Year 1)Cluster 9 (end of Year 3)Cluster 11 (end of Year 5)Cluster 13 (end of Year 7)Cluster 15 (end of Year 9)

Page 10: Planning for Differentiation using an Inquiry Process

NSW Interactive continuum 7–10 Critical aspects

Learning

Sequence

The layout:

Aspects across the top

Clusters down the side

Hover over a cluster to enlarge

http://www.literacy-continuum.det.nsw.edu.au/Matrix

Page 11: Planning for Differentiation using an Inquiry Process

How we used the Literacy Continuum

Page 12: Planning for Differentiation using an Inquiry Process

Literacy Continuum (adapted)

Clusters 7-12__

14/2/14

16/3/14

6/ 5/14

Page 13: Planning for Differentiation using an Inquiry Process

How to use the Literacy Continuum

Page 14: Planning for Differentiation using an Inquiry Process

Linking to the NSW Syllabus

EN1-8B Pt 1, EN1-7B Pt 1,2

ENI – 7B Pts 1,2

ENI – 8B Pt I