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More detailed instructions in the file.
There are two parts to this Exercise. The first is evidence of planning. There is no word count for Part A.
The second part is a rationale that explains the choices you have made in the planning you have set out in Part A. There is a word limit of 3000 words for Part B.
Part A: Create a sequence of learning experiences to teach one writing genre with a focus on strategies to meet the diverse needs of children. These need to address both compositional and transcriptional elements of writing.
Identify a central focus for the four sequential lessons on writing. Lessons can be based on a picture book as a mentor text. Choose an age group/ year level (F-3). Using the lesson plan proforma (professional experience handbook) select one or two curriculum content descriptors that include reference to compositional and transcriptional elements of writing. Links to the EYLF should be evident.
Your lessons should also include the following:
explicit teaching of metalanguage of the genre type (e.g., illustration, etc.)
teaching the vocabulary needed to create an engaging piece of writing (e.g., descriptive language needed for fiction etc).
opportunities for feedback
appropriate assessment
Part B: In your rationale explain and justify:
how your learning sequence addresses the teaching of both compositional and transcriptional skills of writing.
how the learning sequence enables effective learning about the particular characteristics of the genre type you have chosen, particularly through the use of the mentor text, and how young children are supported to develop their writing skills to achieve that genre of writing
how as a teacher you can determine learning goals for children. Examine and explain how your sequence of lessons draws on children’s funds of knowledge and develops learner agency.
how the lesson sequence provides explicit opportunities for collaboration and teaching of self-regulation. Explain the importance of these, particularly in relation to motivation and engagement.
where and how feedback is provided and your choice of assessment strategies. Explain why you have chosen this and how it supports writing skills, knowledge, the child’s writer identity, agency and choice, motivation and engagement.
How you will communicate progress/achievement to the parents/carers & colleagues.
Ensure you justify your choices in your lesson plans by referring to the research evidence.
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