This document outlines a teaching and learning cycle for developing an information report on Australian animals for new arrivals to Australia. It includes building background knowledge on Australian animals through stories, videos, and excursions. Students then examine the structure and language features of information reports and deconstruct a model report. Students research an animal and write their own information report, presenting it orally with visuals and references. The cycle aims to build students' knowledge of Australian animals and information report writing skills over 8-10 weeks.
The document discusses a study on the barriers and benefits experienced by overseas students at Middlesex University. It provides an overview of the study's methodology, which included questionnaires given to 68 overseas students from various programs. The results found that students had anxieties before arriving related to missing home, culture shock, and academics. While studying, common problems were homesickness, finances, and difficulties with lectures and writing. Key factors supporting success included social and family support, motivation, and clear instruction from the university. The implications suggest ways to help with academic expectations, reduce isolation, and manage cultural differences between students and staff.
The document appears to be a class assignment that outlines steps in a design thinking process for improving services. It includes sections on identifying problems through research, framing the key problems, generating tentative ideas using a "Four Actions Framework" of remove, reduce, raise, and add, and providing examples of applying this framework. The assignment synthesizes research findings and aims to identify and solve problems to improve services.
Physical and Conceptual Identifier Dispersion: Measures and Relation to Fault...ICSM 2010
This document describes a study on the relationship between term dispersion in source code identifiers and fault proneness. It introduces measures of physical dispersion (entropy) and conceptual dispersion (context coverage) to quantify how terms are scattered across identifiers. An aggregated metric (numHEHCC) counts the number of terms with high entropy and coverage. The study aims to determine if numHEHCC captures different characteristics than size alone, and whether higher dispersion is related to higher fault risk. It presents dispersion measures, outlines analyzing their relevance compared to size, and relating them to faults using two Java projects as case studies.
2011 blended learning through podcasts, videocasts and screencastsAlberto Lanzat
In this presentation, I focus on multimedia resources such as podcasts, videocasts and screencasts for CLIL projects and CAL courses at Official Schools of Languages in Spain.
1. The document is a scheme of work for Form 4 students in Sains Seremban, Seremban for the year 2011. It outlines 11 units to be covered from weeks 1-34 with objectives, activities, and emphasis for each unit.
2. The units cover topics in science, technology, environment and other subjects. For each unit, students will obtain information through listening, reading, and instructions. They will then process the information by identifying definitions, classifying data, and making inferences.
3. Students will present information using methods like notes, reports, diagrams and charts. Grammar, vocabulary, and 21st century skills are integrated into the lessons with an emphasis on thinking skills,
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
This document discusses personalization in e-learning and the challenges it poses for instructional designers. It covers 5 types of personalization and challenges including understanding learner-content interactions and designing personalized learning paths. The key needs for personalization are identified as a learner model, learning object design model, ontologies, and learning analytics. Several studies are summarized that explore modeling learner characteristics, visual search performance, memory spans, navigation design, and levels of processing to better understand learners and design personalized instruction. Challenges remain around differentiating learning paths for individuals and groups.
1. The document is a scheme of work for Form 4 students at SM Sains Seremban covering 10 units from 2010.
2. Each unit covers obtaining information, processing information, presenting information, grammar, vocabulary and educational emphasis over 3 levels of difficulty.
3. The units cover topics in science like the Earth, heat, natural resources, energy, forces, human body systems, genetics, nutrition and more.
The document discusses a study on the barriers and benefits experienced by overseas students at Middlesex University. It provides an overview of the study's methodology, which included questionnaires given to 68 overseas students from various programs. The results found that students had anxieties before arriving related to missing home, culture shock, and academics. While studying, common problems were homesickness, finances, and difficulties with lectures and writing. Key factors supporting success included social and family support, motivation, and clear instruction from the university. The implications suggest ways to help with academic expectations, reduce isolation, and manage cultural differences between students and staff.
The document appears to be a class assignment that outlines steps in a design thinking process for improving services. It includes sections on identifying problems through research, framing the key problems, generating tentative ideas using a "Four Actions Framework" of remove, reduce, raise, and add, and providing examples of applying this framework. The assignment synthesizes research findings and aims to identify and solve problems to improve services.
Physical and Conceptual Identifier Dispersion: Measures and Relation to Fault...ICSM 2010
This document describes a study on the relationship between term dispersion in source code identifiers and fault proneness. It introduces measures of physical dispersion (entropy) and conceptual dispersion (context coverage) to quantify how terms are scattered across identifiers. An aggregated metric (numHEHCC) counts the number of terms with high entropy and coverage. The study aims to determine if numHEHCC captures different characteristics than size alone, and whether higher dispersion is related to higher fault risk. It presents dispersion measures, outlines analyzing their relevance compared to size, and relating them to faults using two Java projects as case studies.
2011 blended learning through podcasts, videocasts and screencastsAlberto Lanzat
In this presentation, I focus on multimedia resources such as podcasts, videocasts and screencasts for CLIL projects and CAL courses at Official Schools of Languages in Spain.
1. The document is a scheme of work for Form 4 students in Sains Seremban, Seremban for the year 2011. It outlines 11 units to be covered from weeks 1-34 with objectives, activities, and emphasis for each unit.
2. The units cover topics in science, technology, environment and other subjects. For each unit, students will obtain information through listening, reading, and instructions. They will then process the information by identifying definitions, classifying data, and making inferences.
3. Students will present information using methods like notes, reports, diagrams and charts. Grammar, vocabulary, and 21st century skills are integrated into the lessons with an emphasis on thinking skills,
The document provides an overview of training for administrators on the new standards. It discusses the Common Core English Language Arts, Essential Standards for other subjects like social studies and science, and standards for areas like CTE, ESL, arts, and exceptional children. It outlines the conceptual categories for mathematics including standards, clusters, and domains. It also summarizes changes to standards for subjects like healthful living, arts, and world languages and how the standards are organized around communication skills and building proficiency.
This document discusses personalization in e-learning and the challenges it poses for instructional designers. It covers 5 types of personalization and challenges including understanding learner-content interactions and designing personalized learning paths. The key needs for personalization are identified as a learner model, learning object design model, ontologies, and learning analytics. Several studies are summarized that explore modeling learner characteristics, visual search performance, memory spans, navigation design, and levels of processing to better understand learners and design personalized instruction. Challenges remain around differentiating learning paths for individuals and groups.
1. The document is a scheme of work for Form 4 students at SM Sains Seremban covering 10 units from 2010.
2. Each unit covers obtaining information, processing information, presenting information, grammar, vocabulary and educational emphasis over 3 levels of difficulty.
3. The units cover topics in science like the Earth, heat, natural resources, energy, forces, human body systems, genetics, nutrition and more.
This document introduces classification using linear models and discriminant functions. It discusses:
1) Representing binary and multi-class labels using coding schemes like 1-of-K.
2) Using a generalized linear model framework to map linear discriminant functions to class labels.
3) Solving classification problems using least squares to determine the parameters of linear discriminant functions that minimize error on training data.
However, least squares solutions for classification have deficiencies since discriminant function outputs are unconstrained and not probabilistic.
The 4th grade math curriculum map from Isaac School District No. 5 outlines units on multiplication and division for the first quarter, and data analysis for the second quarter. The multiplication and division unit focuses on developing fluency with multiplication and division facts through 12, using multiple strategies to multiply and divide whole numbers, and applying properties of operations. The data analysis unit emphasizes collecting, organizing, displaying, and interpreting data using various graphs, as well as comparing data sets and determining the median, mode, and range.
This document outlines the curriculum and course choices for students entering S3 at the school. It explains that students will choose one subject to study in more depth in S3 from each of Languages, Expressive Arts, Social Studies, and Technologies, while continuing a broad general education. Students will also select two option courses to take in S3. The timeline for the S3 choices process is provided, including issuing course choice booklets, a parent information evening, individual consultations with guidance teachers, and a deadline to complete the online course choice form.
Creating Better Learners by Driving NeuroplasticityEduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity, and Learning, Item 2.
The document summarizes the unique features of the GRE comprehensive course offered by Knowledge Icon. The 10-day schedule focuses on both verbal and quantitative sections through concept building exercises, quizzes, and practice tests. Some key highlights include a personalized learning system, performance tracking, expert career counseling, access to course material online or offline, and support via discussion forums, phone, and email. The hybrid program emphasizes conceptual clarity and ample practice to prepare students for the GRE exam.
The document provides an update from a Grade 5 teacher at CDNIS. It discusses several activities from the past week, including presentations by students and a parent on new communication tools, poetry writing and sharing, and starting a new unit on how the world works focused on matter and materials. It provides details on upcoming activities like photos of the week's events, class photos, and completing the novel "Holes". It encourages parents to read the weekly updates for information and notes the class blogs are the main form of communication.
This curriculum map outlines the 4th grade math curriculum for the first quarter. It focuses on two units: multiplication and division, and data analysis. For the first unit, students will learn multiple strategies for multiplication and division, and how to apply properties like associative and distributive. They will practice multiplication and division fluency. The second unit focuses on collecting, organizing and displaying data in graphs, interpreting data displays, and comparing and analyzing data sets. Students will interpret elapsed time and use benchmarks to compare numbers. The goal is for students to master key skills and demonstrate understanding through summative assessments.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
The document displays samples of various typefaces including AvantGarde Bk BT, Bauhaus Md BT, Bauhaus Hv BT, Bodoni MT, Copperplate Gothic Bold, Eras Medium ITC, Garamond Premier Pro, Garamond, Marlboro, Minion Pro, Pristina, SansSerif, SansSerif Bold, Square721 BT Bold, Square721 BT, Staccato222 BT, Staccato555 BT, and University Roman LET. Each sample shows the typeface name and includes the Latin alphabet, numbers, and street name.
To create and post a nuAlert, one must first register with their contact information and create a public profile describing their network and up to 3 categories. Then, they can post their first nuAlert by selecting the type, ensuring it is important and relevant, and choosing the distribution channels. Finally, one can customize their nuAlert with an image and URL before sending invitations to their network through various methods.
The document discusses the major industrial regions of the world and their development over time. It covers the industrialization of Western and Central Europe and Eastern North America through World War I. It then discusses the mid-to-late 20th century emergence of secondary manufacturing regions in North America, Europe, the former Soviet Union, Eastern Asia, and South Asia, noting increasing dependence on oil and natural gas. It raises questions about growth poles and deindustrialization.
Laura Lippay Search Life Vs Circus LifeLaura Lippay
I am an internet marketer with an SEO background. I used to be a circus performer. In this 5 minute Ignite (ignite.oreilly.com) speed presentation I explore the similarities of Search Life vs. Circus Life.
La descrizione semiseria dei primi 50 anni di vita da rendere pubblica per tributare un giusto merito alla fatica di questo lavoro e di chi lo ha portato a termine con impegno e grande sforzo. Grazie a tutti per la bella festa
Social Networking - Personal learning networts 2013 june tafe managersGihan Lahoud
This document discusses the concept of a "Networked Practitioner" and the digital literacies needed to thrive online. It identifies 5 key digital literacies as attention, critical consumption, participation, sharing, and collaboration. It also emphasizes the importance of having a Personal Learning Network (PLN) and being aware of how to expand, tweak, and filter one's network. The basic functions of social media that help one become a networked practitioner are identified as creating a profile, finding and connecting with friends, sharing content, forming groups, and communicating.
The document discusses a new product launch that is scheduled for next month. It provides details on marketing campaigns that will promote the product, including a television commercial, social media promotions, and product demonstrations at local stores. The goal is to raise brand awareness and generate interest in the new product ahead of its launch date.
The document provides an overview of MySQL Cluster, a database clustering product. It describes the key components of MySQL Cluster - management nodes, data nodes, and SQL nodes. It explains how MySQL Cluster provides high availability and automatic partitioning of data across nodes. Benchmarks show that MySQL Cluster can scale out to improve performance and handle increased load by adding more nodes.
Culture is defined as a group's way of life including shared social meanings, values, and relationships passed between generations. Cultural geography examines how culture and place influence each other, including the distribution of cultural groups and reasons for those distributions. A culture complex consists of interrelated cultural traits related to an aspect of a society. A culture region shares common traits while a culture realm includes related culture regions with a common system. Cultural landscapes show the imprint of a culture on the land over time.
The document summarizes the Eurovision TV Summit 2009 that took place in Lucerne, Switzerland from May 4-8, 2009. It discusses several topics that were covered at the summit, including facts about the TV program "Facts TV", cross-media storytelling, augmented reality, interaction between programs and online audiences, development concepts, research of target audiences, and production details. Statistics on the online presence and engagement of "Facts TV" are also provided.
Swine influenza, also known as swine flu, is a respiratory disease in pigs caused by type A influenza viruses that regularly cause outbreaks. The H1N1 swine flu virus is different from human H1N1 viruses and vaccines for human flu do not protect against it. Swine flu in humans causes flu-like symptoms such as fever, cough, and body aches. It spreads through coughing or sneezing of infected people similar to seasonal flu. While eating pork is safe, antiviral medications can help treat swine flu if started soon after symptoms appear. People should wash hands frequently, cover coughs and sneezes, and stay home if sick to prevent spreading swine flu.
The document summarizes key discussions from the 13th Annual CEE Private Equity Forum held in Vienna in March 2009. Some of the main points discussed include:
- Private equity in Central and Eastern Europe is facing difficulties due to the global economic downturn and deal activity has slowed significantly.
- However, the crisis also presents opportunities for private equity firms to invest in distressed assets or provide mezzanine financing for deals.
- Countries in the region have been identified as "winners" or "losers" depending on factors like currency stability and debt levels, with Poland, the Czech Republic and Slovenia seen as winners and Russia/Ukraine as losers.
- Private equity firms need to focus on supporting existing portfolio
This document introduces classification using linear models and discriminant functions. It discusses:
1) Representing binary and multi-class labels using coding schemes like 1-of-K.
2) Using a generalized linear model framework to map linear discriminant functions to class labels.
3) Solving classification problems using least squares to determine the parameters of linear discriminant functions that minimize error on training data.
However, least squares solutions for classification have deficiencies since discriminant function outputs are unconstrained and not probabilistic.
The 4th grade math curriculum map from Isaac School District No. 5 outlines units on multiplication and division for the first quarter, and data analysis for the second quarter. The multiplication and division unit focuses on developing fluency with multiplication and division facts through 12, using multiple strategies to multiply and divide whole numbers, and applying properties of operations. The data analysis unit emphasizes collecting, organizing, displaying, and interpreting data using various graphs, as well as comparing data sets and determining the median, mode, and range.
This document outlines the curriculum and course choices for students entering S3 at the school. It explains that students will choose one subject to study in more depth in S3 from each of Languages, Expressive Arts, Social Studies, and Technologies, while continuing a broad general education. Students will also select two option courses to take in S3. The timeline for the S3 choices process is provided, including issuing course choice booklets, a parent information evening, individual consultations with guidance teachers, and a deadline to complete the online course choice form.
Creating Better Learners by Driving NeuroplasticityEduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 1, Brain, Plasticity, and Learning, Item 2.
The document summarizes the unique features of the GRE comprehensive course offered by Knowledge Icon. The 10-day schedule focuses on both verbal and quantitative sections through concept building exercises, quizzes, and practice tests. Some key highlights include a personalized learning system, performance tracking, expert career counseling, access to course material online or offline, and support via discussion forums, phone, and email. The hybrid program emphasizes conceptual clarity and ample practice to prepare students for the GRE exam.
The document provides an update from a Grade 5 teacher at CDNIS. It discusses several activities from the past week, including presentations by students and a parent on new communication tools, poetry writing and sharing, and starting a new unit on how the world works focused on matter and materials. It provides details on upcoming activities like photos of the week's events, class photos, and completing the novel "Holes". It encourages parents to read the weekly updates for information and notes the class blogs are the main form of communication.
This curriculum map outlines the 4th grade math curriculum for the first quarter. It focuses on two units: multiplication and division, and data analysis. For the first unit, students will learn multiple strategies for multiplication and division, and how to apply properties like associative and distributive. They will practice multiplication and division fluency. The second unit focuses on collecting, organizing and displaying data in graphs, interpreting data displays, and comparing and analyzing data sets. Students will interpret elapsed time and use benchmarks to compare numbers. The goal is for students to master key skills and demonstrate understanding through summative assessments.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
The document displays samples of various typefaces including AvantGarde Bk BT, Bauhaus Md BT, Bauhaus Hv BT, Bodoni MT, Copperplate Gothic Bold, Eras Medium ITC, Garamond Premier Pro, Garamond, Marlboro, Minion Pro, Pristina, SansSerif, SansSerif Bold, Square721 BT Bold, Square721 BT, Staccato222 BT, Staccato555 BT, and University Roman LET. Each sample shows the typeface name and includes the Latin alphabet, numbers, and street name.
To create and post a nuAlert, one must first register with their contact information and create a public profile describing their network and up to 3 categories. Then, they can post their first nuAlert by selecting the type, ensuring it is important and relevant, and choosing the distribution channels. Finally, one can customize their nuAlert with an image and URL before sending invitations to their network through various methods.
The document discusses the major industrial regions of the world and their development over time. It covers the industrialization of Western and Central Europe and Eastern North America through World War I. It then discusses the mid-to-late 20th century emergence of secondary manufacturing regions in North America, Europe, the former Soviet Union, Eastern Asia, and South Asia, noting increasing dependence on oil and natural gas. It raises questions about growth poles and deindustrialization.
Laura Lippay Search Life Vs Circus LifeLaura Lippay
I am an internet marketer with an SEO background. I used to be a circus performer. In this 5 minute Ignite (ignite.oreilly.com) speed presentation I explore the similarities of Search Life vs. Circus Life.
La descrizione semiseria dei primi 50 anni di vita da rendere pubblica per tributare un giusto merito alla fatica di questo lavoro e di chi lo ha portato a termine con impegno e grande sforzo. Grazie a tutti per la bella festa
Social Networking - Personal learning networts 2013 june tafe managersGihan Lahoud
This document discusses the concept of a "Networked Practitioner" and the digital literacies needed to thrive online. It identifies 5 key digital literacies as attention, critical consumption, participation, sharing, and collaboration. It also emphasizes the importance of having a Personal Learning Network (PLN) and being aware of how to expand, tweak, and filter one's network. The basic functions of social media that help one become a networked practitioner are identified as creating a profile, finding and connecting with friends, sharing content, forming groups, and communicating.
The document discusses a new product launch that is scheduled for next month. It provides details on marketing campaigns that will promote the product, including a television commercial, social media promotions, and product demonstrations at local stores. The goal is to raise brand awareness and generate interest in the new product ahead of its launch date.
The document provides an overview of MySQL Cluster, a database clustering product. It describes the key components of MySQL Cluster - management nodes, data nodes, and SQL nodes. It explains how MySQL Cluster provides high availability and automatic partitioning of data across nodes. Benchmarks show that MySQL Cluster can scale out to improve performance and handle increased load by adding more nodes.
Culture is defined as a group's way of life including shared social meanings, values, and relationships passed between generations. Cultural geography examines how culture and place influence each other, including the distribution of cultural groups and reasons for those distributions. A culture complex consists of interrelated cultural traits related to an aspect of a society. A culture region shares common traits while a culture realm includes related culture regions with a common system. Cultural landscapes show the imprint of a culture on the land over time.
The document summarizes the Eurovision TV Summit 2009 that took place in Lucerne, Switzerland from May 4-8, 2009. It discusses several topics that were covered at the summit, including facts about the TV program "Facts TV", cross-media storytelling, augmented reality, interaction between programs and online audiences, development concepts, research of target audiences, and production details. Statistics on the online presence and engagement of "Facts TV" are also provided.
Swine influenza, also known as swine flu, is a respiratory disease in pigs caused by type A influenza viruses that regularly cause outbreaks. The H1N1 swine flu virus is different from human H1N1 viruses and vaccines for human flu do not protect against it. Swine flu in humans causes flu-like symptoms such as fever, cough, and body aches. It spreads through coughing or sneezing of infected people similar to seasonal flu. While eating pork is safe, antiviral medications can help treat swine flu if started soon after symptoms appear. People should wash hands frequently, cover coughs and sneezes, and stay home if sick to prevent spreading swine flu.
The document summarizes key discussions from the 13th Annual CEE Private Equity Forum held in Vienna in March 2009. Some of the main points discussed include:
- Private equity in Central and Eastern Europe is facing difficulties due to the global economic downturn and deal activity has slowed significantly.
- However, the crisis also presents opportunities for private equity firms to invest in distressed assets or provide mezzanine financing for deals.
- Countries in the region have been identified as "winners" or "losers" depending on factors like currency stability and debt levels, with Poland, the Czech Republic and Slovenia seen as winners and Russia/Ukraine as losers.
- Private equity firms need to focus on supporting existing portfolio
The findings from the Mobile Futures Project 2012. An iPad trial developed for the Library, Financial Planning, Accounting, ESOL and Library studies students. Class set were purchased to share across teaching sections and finding documented in this presentation.
This document discusses implications for teaching and learning through exploring second language acquisition and connecting theory to classroom practice. It provides an overview of key concepts in second language acquisition including Krashen's hypotheses, the difference between social and academic language proficiency, and the time required to achieve age-appropriate proficiency. The document also presents strategies for linking language to content such as building on students' prior knowledge and experiences, using interactive grouping configurations, and employing authentic assessment to inform instruction.
This document provides an overview of ePortfolios, including their definition, purposes, and Newcastle University's experience with them over 10 years. EPortfolios are purposeful collections of student work and evidence of learning and competencies. They can be used formatively or summatively and can take many forms from unstructured to structured. Newcastle has used ePortfolios to support reflective learning, assessment of outcomes, and personal development planning. Engagement is higher when ePortfolios are clearly embedded in curriculum through modules and regular reference by teaching staff. The university is now developing a unified ePortfolio system to further support reflection, employability, and meetings between students and personal tutors.
This document discusses strategies for helping English as an Additional Language (EAL) students succeed in the classroom. It provides profiles of sample EAL students to illustrate what they experience. It then outlines several tried and tested strategies teachers can use, including using keywords, cloze procedures, think-pair-share activities, visualization, role models, and rehearsals. The strategies aim to make lessons more accessible to EAL students through scaffolding, use of first language, and providing language models.
Addressing the Needs of Students with Limited or Interrupted Formal Education...Andrea DeCapua
CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
The document discusses cognitive learning strategies. It defines cognitive strategies as techniques learners use to deliberately manipulate information to improve learning. Cognitive strategies include repetition, organizing new language, summarizing meaning, and using imagery for memorization. The document also classifies cognitive strategies and provides theories on cognitive learning, explaining that learners process information mentally through activities like rehearsing, elaborating on, and organizing new information. Examples of cognitive strategies in the classroom are given, such as making mind maps, visualization, and self-testing.
The document discusses individual educational plans (IEPs) for children with special educational needs in Switzerland. It analyzes IEP goals and the coherence between stated needs, goals, and interventions. The study found that IEPs primarily focus on academic domains like reading and math. Goals are often poorly defined. Coherence is better for academic than non-academic domains. Improving IEP quality and coherence requires a broader view of the child's needs and abilities beyond academics alone.
This document provides information about Alpine Union School District's new foreign language immersion program to parents. It begins by outlining the objectives and assets of the district. It then reviews the educational benefits of dual language programs based on research findings. The document defines foreign language immersion and differentiates it from other language programs. It states the purpose and goals of Alpine's Spanish immersion program, including achieving academic excellence in two languages. It provides details about the program model and registration process. Finally, it shares information about the preschool program and provides a resource on frequently asked questions about immersion education.
Vo spanish immersion parent information night presentation 3 14-2013alpinesupt
This document provides information about Alpine Union School District's new foreign language immersion program. It begins by outlining the benefits of immersion programs according to research findings. It then describes Alpine's Spanish immersion program, which will begin with preschool, kindergarten and 1st grade in the 2013-2014 school year. The goals, models, and registration process for the program are explained. Contact information is provided for those with additional questions.
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled EnvironmentsNathifaLennon
This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
The document provides an 8th grade math curriculum map that outlines the standards, practices, and resources for teaching various math concepts over the school year. It begins with an introduction and overview of how the document is organized. The curriculum is broken into units covering number sense, expressions and equations, and geometry. Each unit contains clusters of related math standards to be taught along with essential questions, key ideas, standards, and suggested resources and assessments. The goal is to provide a logical progression of content knowledge and ensure all teachers follow the same curriculum.
Development and Validation of the Objectives for Language Stimulation Home Tr...Rajeev Ranjan
Items and Objectives under 5 section of communication skills, i.e., Attention, Auditory Training, Comprehension, Expression and Articulation for the children with Hearing Impairement with the age group of 2 to 6 years.
The document discusses the Phonics Screening Check given to students in Year 1 in England. It provides background on the check, including its purpose and structure. It also discusses debates around synthetic versus analytic phonics instruction and controversies around narrowing the curriculum and adding anxiety due to the test. The document proposes that the Literacy and Dyslexia-SpLD Professional Development Framework can help teachers gain a fuller understanding of phonics and support students in preparation for the test by providing resources and guidance tailored to their needs and experience level.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
This document outlines the 7th grade math curriculum map for an Arizona school district. It provides an introduction and overview of how the curriculum is organized, including approximate timelines, essential questions, big ideas, and standards for each unit and cluster. The curriculum map pairs math content standards with mathematical practices and identifies priority standards. It also provides resources, projects, and assessments for teachers. The goal is for teachers to follow the progression of content knowledge and for students to master both content standards and mathematical practices.
Augmented Reality Presentation at Leadership Forum 2012 RandwickGihan Lahoud
The document discusses augmented reality (AR) and predicts it will be an up-and-coming trend within the next two to three years. AR aims to add digital information and meaning to real-world objects or locations to enhance the user's experience. Some potential applications of AR mentioned include health science, mechanics, campus life, architecture, and advertising.
Social networking allows adult users to create personal profiles where they can share information, photos, and connect with other users. Users build networks of connections through approved friend requests and messaging features. The profiles and connections enable sharing of updates and experiences between members of their online social network community.
120116 workforce development pull-up banner - 0987Gihan Lahoud
Workforce development aims to build and support an organization's capability. It involves training employees to fulfill their current roles and prepare them for future opportunities. An effective workforce development program provides continuous learning opportunities to help employees strengthen existing skills and acquire new abilities that allow a company to adapt to changing needs.
Mobile futures ppt intro getting mobile in educationGihan Lahoud
This document discusses the potential for mobile learning or mLearning in education. It notes that students are increasingly using mobile devices like smartphones and tablets that are checked over 150 times per day. mLearning leverages these ubiquitous mobile technologies to provide students with portable and personalized learning experiences anywhere, anytime through apps and tools. However, challenges like wireless access, equity, security, and developing educational apps remain.
To participate in an Adobe Connect session, you will need a USB headset, internet access, and Flash 10.1 or above installed. You should run the Adobe Connect diagnostic test to check that your computer is compatible. Once you have the meeting URL, plug in your headset before joining. When in the session, use the audio setup wizard to test your microphone. You can communicate via voice or text chat, and mute your microphone by pressing it.
Mobile learning or mLearning is using mobile devices like smartphones to access educational resources anywhere and anytime. The document discusses how smartphones are nearly always with people and used frequently, and how this ubiquity could enable new possibilities for teaching and learning. It provides examples of tools and apps that are commonly used by students on mobile devices for educational purposes. While mLearning provides benefits like personalized and flexible learning, challenges also exist around wireless access, digital equity, security, and testing applications.
Copyright owners have exclusive rights over reproducing, publishing, and publicly distributing their musical works, which allows them to earn royalties. Exceptions include works created as part of employment, where the employer owns the copyright, and commissioned works, where the commissioner may own or have rights to the work. After 70 years, works enter the public domain and can be used without permission. Students can copy songs for educational purposes, and cover songs can be recorded with royalty payment to the original creator. Band names are protected by trademark law rather than copyright. Copying music for personal use became legal in 2006 with certain restrictions around lending and commercial use. DJs must be aware of copyright in music, lyrics, and sound recordings when mixing or recording
- International copyright law developed in response to advances in printing technology during the Industrial Revolution that allowed for mass production of printed works like musical scores and profit from their commercial sale.
- The first copyright law was passed in the UK in 1709 and has since expanded to cover additional media like records, tapes, videos, and digital downloads.
- The Berne Convention, established in 1886, was an important step in standardizing international copyright protections by requiring member countries to respect each other's copyrighted works.
Copyright owners have exclusive rights over reproducing, publishing, and publicly distributing their musical works, which allows them to earn royalties. Exceptions include works created as part of employment, where the employer owns the copyright, and commissioned works, where the commissioner may own or have rights to the work. After 70 years, works enter the public domain and can be used without permission. Students can copy songs for educational purposes, and cover songs can be recorded with royalty payment to the original creator. Band names are protected by trademark law rather than copyright. Since 2006, personal copying of music for non-commercial use has been legal under copyright law.
This crossword puzzle clue list contains clues about birds, trees, and fruits. Across clues include parts of a bird like its mouth and wings. Down clues reference fruits that grow on trees like peaches and apples, as well as birds and their feathers. The list provides clues to complete a basic nature-themed crossword puzzle.
Emus Fact Sheet And Activity WorksheetGihan Lahoud
Emus are birds that cannot fly. They are the largest bird found in Australia. Emus have two long, powerful legs and lay large, dark green eggs. The male emu builds the nest and sits on the eggs for around 8-10 weeks until they hatch. [/SUMMARY]
This crossword puzzle clue list contains clues about birds, trees, and fruits. Across clues include parts of a bird like its mouth and wings. Down clues reference fruits that grow on trees like peaches and apples, as well as birds and their feathers. The list provides clues to complete a basic nature-themed crossword puzzle.
The ringtail possum is a nocturnal, tree-dwelling marsupial found in eastern and southwestern Australia, Tasmania, and New Guinea. It has woolly brown or gray fur, a prehensile tail, and opposable fingers that allow it to grasp branches. Females give birth after a 4 month pregnancy, and the tiny joeys crawl into the mother's pouch where they will stay for about 2 months before leaving the pouch but continuing to ride on her back until maturity. Ringtail possums eat leaves, fruit, and flowers as herbivores at night and the common species has adapted to eat toxic eucalyptus leaves.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Australian Animals Screen
1. Learning Areas
English: Texts and contexts (Everyday texts,
School) (Outcomes 2.4, 3.4), Language
Context
This topic is part of the
broader orientation
ESL Scope and
Scales
Working within Scales
Australian
(Outcomes 2.7, 2.8, 3.7, 3.8), Strategies in the New Arrivals
(Outcomes 2.11, 2.12, 3.11, 3.12)
Science
Program, to Australia,
which aims to build
socio-cultural,
2–7
Band
Primary and Middle
Animals
Life systems (Outcome 1.5)
environmental and Years
Essential Learnings
Identity
Students reflect and communicate with others
English language
knowledge. Year Levels
Year 4–7 New Arrivals
Developing
The understandings Program
developing a sense of belonging to learning
teams.
about Australia in this
program include: Evidence
an Information
Thinking • Oral and written
Students use a wide range of thinking modes
and develop metacognitive awareness.
- Which animals are
native to Australia? recount.
• Oral and written
Report
- What are the
Communication characteristics of information report.
Students develop skills to communicate in a some Australian • Response to
range of models to achieve identified outcomes. animals? reflection activities.
- Which Australian
Equity
animals are in danger
Multicultural perspective
of extinction?
The diversity of knowledge and experiences with
animals is valued.
Aboriginal and Torres Strait Islander peoples’
perspective
Australian animals to Indigenous people is
acknowledged.
Timeline
8-10 weeks as an integrated program.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
2.
3. Teaching and Learning Cycle
Australian Animals – Developing an Information Report
ld Mo
Fie del
t he lin
g/D
g
i l din • Connect to prior knowledge. ec
on
Bu • Develop simple concept map st
of Australian animals. • Examine purpose and structure of ru
• Read stories and poems about Australian information reports. ct
i
animals. • Deconstruct a model information report,
ng
• Read reports and watch videos about highlight text structure and language
Australian animals and extend vocabulary. features.
• Develop a description of an Australian • Activities to reinforce structure of a report.
animal. • Language based activities.
• Excursion to Zoo or wildlife
park and develop a recount. ontinu
fie l d C
e b ld
ui
in g
the
• Individual independent construction
of an information report on an
• Research an animal and construct
Australian animal to be presented as
a report with visuals and reference
an oral presentation with peer and self
list as a:
assessment.
- whole class
• Whole class reflection: Human graph.
nd - small group.
I
ep • Reflection on the process.
o n
en • Assessment of the text using c ti
de ru
nt checklist.
n st
Co Co
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tru Jo i
ctio
NAP
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New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
4. Overview of language taught in the
teaching, learning and assessing program
A summary of the language mostly pertaining to a description as taught in the following teaching, learning and assessing program.
The metalanguage that students may need in order to discuss the above language features is bolded.
Text in context Language
Genre Field Tenor Mode
• Explore purpose, intended • Note taking structure: • Noun groups with numbers • Speech functions: • Primary tense:
audience, structure and - subheadings and describers. - question (wh, yes/no) - timeless present
language features of an - dot points / numbers. • Verbs: - statement (simple and - simple past.
information report. compound).
• Recount structure: - action (doing) • Subject verb agreement.
• Oral and written reports. - mental (thinking) • Modality:
- orientation • Foregrounding:
• Stories have a similar purpose - events in sequence - verbal (saying) - possibility. - human – pronoun
across cultures. - relational (being).
- reorientation. • Interpersonal meaning: - non human – topic words.
• Note taking. • Circumstances and clauses: - feelings, attitudes,
• Report structure: • Coherence:
• Description. - introduction with - place (location). opinions.
- link between introduction,
• Recount. classification • Everyday and technical • Verbal elements: body, conclusion
- paragraphs dealing with vocabulary: - pronunciation - topic sentences.
specific aspects. - nouns - fluency • Print conventions:
• Language to build cohesion: - nominalisations. - listening quietly. - handwriting
- reference items • Facts and opinions. - punctuation
- articles - spelling patterns.
- pronouns.
• Visual literacy:
• Language to expand - labels to pictures
information:
- layout
- linking and binding
- diagrams, tables, graphs
conjunctions
- reference to visual texts.
- conjunctions between
sentences.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
5. Building the Field
In Building the Field, the main objective is to connect with the prior knowledge of the students, develop cultural
understandings and the everyday and technical language related to Australian animals and information reports.
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Connect to prior knowledge With beginners:
• Brainstorm and list the names of animals. • Everyday • Orally identify pictures of animals in
• Put animal names in alphabetic order. vocabulary: English and own language.
- names of
• Copy English words and write in first Use bilingual dictionaries if appropriate
animals, birds,
language/s. for students.
fish
• Group animals according to own - categories (eg
categories (eg with fur, with 4 legs, can animals, birds,
run). fish). Supplementary activities:
• Make a chart of animals under various • Reference items • Location (eg in • Simple • Simple present • Make a booklet illustrated by
categories (eg location, action). (eg this, it). the farm, in the statements. tense. students, using model English
• Using commercial and student pictures zoo, in the sea). sentence structures (eg This is a ...
• Punctuation.
of animals, create a Venn diagram (eg • Common action It can … ).
• Visual literacy:
animals in my country and animals in verbs (eg fly, • Unjumble simple sentences about
crawl, hop). - labels for
Australia). animals.
pictures.
• Use charts to compose sentences about Extension activities:
animals.
• Introduce technical vocabulary (eg
mammal, marsupial, reptile).
• Group pictures of animals using
these categories.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
6. Building the Field continued...
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Australian Animals With beginners:
• Alphabet chart: • Nouns (eg names • Sort word/picture cards in alphabetic
- label pictures of Australian animals of animals, birds, order.
- build up an alphabetic chart of fish).
• Copy names of animals on an
Australian animals. • Verbal elements: alphabet proforma.
• Games: - pronunciation.
• Visual elements: Students can support each other to
- bingo (eg match pictures/words of - link picture to identify animals during bingo game.
Australian animals to names) oral/written
- toss the ball (eg student A tosses soft Extension activities:
words.
ball to student B who says name of an • Review procedural language.
Australian animal). • Students follow instructions to make
• Human graph: bingo cards together.
- stand in a line to show how much • Variation for bingo: Say Australian
you think you know about Australian animals with a describer (eg fluffy
animals (from a lot to a little) koala, smooth platypus).
- tell the person next to you one thing you
already know about Australian animals.
• Concept map: • Technical • Speech
- on sticky notes, write 2 things you know vocabulary (eg functions:
and one question about what you want classification, - questions–wh
to find out appearance, (eg Where do
- stick notes on to large sheet, grouping behaviour, … live? What Use BSSOs to help scribe for students.
them in logical ways diet, prey, do … eat? What
reproduction, kind of babies
- provide headings for each group at the
habitat. do … have?). Provide technical terms for the
end of the process (eg appearance)
groupings after commonsense grouping.
- identify which of the questions are still This allows students prior learning to be
unanswered. acknowledged.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
7. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Build cultural knowledge Extension activities:
• Read a range of poems and stories from • Stories have a • Culturally • Punctuation: • Write sentences or shape poems
different cultures. similar purpose specific terms - capitals about Australian animals using action
• Read stories and poems about Australian across cultures. (eg Aboriginal - full stops verbs (eg emus running, green frogs
animals (eg Possum Magic, Wombat legend, Dreaming croaking).
- exclamations
Stew, Giant Devil Dingo) and Aboriginal stories).
- speech marks. • Variation on Wombat Stew:
legends involving animals (eg How the • Awareness
• Spelling patterns. - write a different Wombat Stew
Parrot Got Its Colours). of different
recipe
• Notice importance of Australian animals Aboriginal
groups. - cook stew
in Aboriginal stories and culture.
- write up the cooking activity as a
• Learn songs and rhymes about • Other cultural procedure.
Australian animals (eg Kookaburra sits knowledge (eg
• Research importance of Australian
on the old gum tree). gumtrees).
animals in Aboriginal culture.
Story vs factual tests
• Review purpose of stories and poems.
• Review features of story books. • Technical
• Discuss the purpose of different types of vocabulary (eg
factual books/texts. author, illustrator,
illustration, cover,
• Discuss structural features of how factual
title page, page,
books are organised. Extension activities:
index, contents).
• Predict audience, genre and language • Purpose of • Awareness of • Visual literacy: • Match title cards with genre name
for range of titles (eg Kangaroos, My Pet different genres. target audience. - layout of title cards.
Kangaroo Hoppy). page to suit • Photocopy covers of books and
genre and make posters with short book
audience. reviews explaining the purpose, type
and content of book.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
8. Continued...
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Build scientific knowledge Supplementary activities:
• Read Big books—scientific texts: • Technical • Questions and • Visual literacy (eg • Match question card with answer
- What is a mammal? vocabulary statements. how illustrations card.
- What is a marsupial? (eg mammal, support meaning
marsupial, reptile, in text). • Use pictures to group and paste
- What is a reptile? under headings.
omnivorous, • Print
- What is a bird? carnivorous, • Use a taxonomic structure to
conventions.
• Identify technical/scientific vocabulary. herbivorous, correctly label animals.
vegetarian). • Spelling patterns.
• Ask questions about texts (eg Do … lay Extension activities:
eggs? Can a … swim? Does a … swim • Everyday • Primary tense:
- present (eg • ‘My favourite animal’ oral statements
or fly? Where does a … live?). • Note taking lay- vocabulary
It lives, They (eg My favourite Australian animal is
• Use graphic organiser to classify out (eg sub head- (eg size, skin
swim). … because I like/because it’s ….).
Australian animals (eg mammals, ings, dot points or covering,
numbers). movement, diet). • Write the sentences and share with a
marsupials, reptiles, birds), reviewing
partner.
features of each group.
• Human graph:
• Note taking:
- Would you like to be a …or a …?
- use concept map to identify information
(eg a kangaroo or a kookaburra).
needed about Australian animals.
- decide, move, justify your decision
- watch video of Australian animals
to the person next to you.
- write two or more new facts on sticky
notes and add to concept map Include labelled pictures or labelled
- use headings to support note taking diagrams in note-taking activity.
(eg ‘mediated journal’—Little Book with
headings on each page).
- build a word bank chart from notes
Skin
Animal Size covering Colour Movement
• Use information from matrix chart to
construct compound sentences.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
9. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Description Extension activities:
• Language activities: • Reference items • Types of verbs: • Statements • Present tense. • Compile a table of comparatives (eg
(eg they, it, that, - relational (eg using simple • Subject verb long, longer, longest, fluffy, fluffier,
- build up noun groups by labelling
them). have, are) and compound agreement. fluffiest).
drawings or pictures of Australian
- action (eg fly). sentences.
animals with adjectives (describers), • Print • Write sentences using comparatives.
numbers, classifiers. • Noun groups • Verbal elements: conventions:
- pronunciation Supplementary activity:
- complete cloze activity blocking out with numbers - punctuation
describers, verbs or reference items and describers - fluency. • Write and/or illustrate descriptions of
- spelling.
- highlight noun groups in a descriptive (eg long sharp silly/imagined characters.
• Structure of claws, soft grey • Visual literacy:
text.
‘What am I?’ speckled fur, - label pictures.
• Description text:
description. three toes). • Foregrounding:
- read model of a short description (eg
What am I?) - pronoun (eg I).
- work in small groups to compose similar
brief descriptions to read to class
- take turns guessing the animal from the
description
- draw an animal from a description.
• Decide if statements are true or false.
True or false.
What am I?
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
10. Continued...
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Preparation for excursion to Zoo or Supplementary activity:
Wildlife Park • Verbs: • Modality: • Build a Zoo wall or enclosure pen
• Discuss and predict what students will - mental (eg - possibility (eg out of paper bricks each brick has a
experience. think). maybe we will, word on it. One row could be verbs
• Use Mind Journey strategy to prepare • Topic words. we might). another describers or structural
students for the excursion by visualising headings, or nouns.
expected behaviour, and anticipated
experiences.
• Prepare a mediated journal with • Questions:
headings on each page (eg Food). - Yes/No
• Write questions to be answered including (eg Will we ..?
3-2-1- reflection strategy: Can we …?)
3 statements - Wh questions
2 questions (eg Where
will..? When
1 interesting.
will …? How do
…?).
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 0
11. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
During excursion
• Record the trip with digital camera or • Verbs: • Ask and respond
video. - action (eg saw, to wh and yes/no
• Complete mediated journal. touched) questions.
• Informal talking, naming, asking and - saying (eg said,
answering questions. told)
The mind journey strategy can be used
- mental (eg again now as a way of recalling the
After the excursion liked) experience of the excursion, tapping
• Use photos to compile a class record or - relational (eg into all the sensory input and peripheral
watch video of excursion. had, was). learning that took place. Various
• Vocabulary activities: recollections of sights sounds, smells
- add to word lists or zoo wall and tactile stimuli will prompt memory to
- match every day language with recall the learning that took place both
technical terms. consciously and unconsciously.
• Review understanding: • Technical • Feelings attitudes • Primary tense: Extension activities:
- each student writes a question using vocabulary (eg and opinions: - past (eg arrived, • Match answers to questions about
information learnt on the excursion, for night–nocturnal, - describers saw, touched). excursion.
a class quiz food–diet, gum (eg nice, soft)
tree–eucalyptus • Coherence: • Discuss how you would feel if you
- sort information about animals - verbs (eg like, - link between were a kangaroo in the zoo, bush,
tree, poisonous–
- add information to a class concept map. enjoyed). introduction, park.
venomous,
• Reflect on excursion using a PMI (plus, • Recount squeezes– • Verbal elements: body, • Invent a new breed of Australian
minus, interesting) chart in groups then structure: constricts, - pronunciation reorientation. animal describe and draw it.
share responses. - orientation boy–male, girl- - fluency. • Propose what would happen if….
• Review facts and opinions. - events in female).
- emus could fly
• Review structure and language of a sequence
- there were too many kangaroos.
recount. - reorientation.
• Design and make a jigsaw of an
• Prepare and present oral and written • Linking and Australian animal.
recount. binding
conjunctions. • Discuss conservation issues.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
12. Vocabulary lists built from excursion to Cleland Widlife Park
Nouns Describers Verbs Verbs Verbs Verbs
action saying relational mental
fur marsupial held talked have enjoyed
wings nocturnal showed spoke had loved
pouch muscular closed said was liked
feathers carnivorous ran whispered were thought
parrots omnivorous crept told are hoped
bird herbivore walked called is wanted
seeds eucalyptus went shouted am knew
flowers poisonous listened sang guessed
bottlebrush tired waited
nectar ate
mammal drank
reptile washed
prey looked
lizard read
bones opened
possum closed
muscles heard
light saw
air sleep
snake slept
poison drew
camouflage wrote
pushed
pulled
sat
shed
changed
rode
constrict
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2
13. Information Reports
Differentiated Texts
Emus Koalas Echidnas
Emus are Australian birds. Koalas are Australian animals. Echidnas are mammals. They are also
monotremes because they lay eggs. They are
They have feathers and lay eggs. Koalas are mammals because they have fur and
called spiny ant eaters.
feed their babies milk.
They are the largest bird in Australia but they
Echidnas have sharp spines on their back and
cannot fly. Koalas look like bears but they are marsupials.
tail. They are brown and have a long nose on
That means they are mammals that have a
Emus have two, long, strong legs and large feet their small head. They have four short legs and
pouch.
with thick toes. strong claws.
Koalas have fluffy brown and grey fur. They have
They have a large, oval shaped body. They have Adult echidnas can grow between 35-55
large, black, flat noses and small eyes. They
a small head and a long, thin neck. Their beak is centimetres long and weigh up to 5 kilograms.
have short legs and arms with strong claws on
short and pointy. Their feathers are black, brown Tasmanian echidnas are black.
their hands and feet which are used for climbing.
and white. Adults can grow up to 2 metres tall
Echidnas live in bush land. They hide under
and can weigh 60 kilograms or more. Koalas live in eucalyptus trees and they only eat
bushes, between rocks or in hollow logs.
these kinds of leaves. They only live in Australia.
Emus are only found in Australia and can live in
They spend most of their time at the top of gum Sometimes they make burrows to hide in. They
most areas.
trees. only live in Australia.
Emus can run very fast. As much as 50
Koalas only have one baby at a time. It is born Echidnas eat ant and termites. They dig into the
kilometres an hour.
without fur and is very tiny so it stays in the ants’ nest with their sharp claws and lick up the
Emus eat berries, leaves, seeds, flowers, fruit, mother’s pouch drinking milk. When the baby is ants with their long sticky tongues.
plants and even insects like grasshoppers. big enough to come out of the pouch it rides on
Female echidnas lay only one egg at a time.
the mother’s back.
The hen lays 6–12 large dark green eggs in a When the tiny baby hatches it is as big as a jelly
nest. Koalas are an endangered species in some bean. A tiny baby echidna is called a puggle. It
parts of Australia. stays in its mothers pouch until its spines grow.
The male sits on the eggs to keep them warm.
Then it lives in the burrow
They usually hatch after 8–10 weeks. The young
chicks have brown feathers with white stripes
which make it hard for them to be seen in the
grass.
The male protects the young chicks from
enemies such as dingoes and eagles.
Emus have been farmed since about 1970 for
their meat, feathers and also for oil which is
used for making cosmetics.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
14. Continued...
Information Reports
Differentiated Texts
Emus Koalas Echidnas Lizards
Emus are birds because they have Koalas are Australian animals. Echidnas are mammals. They are also Lizards are animals and they belong to the
feathers and lay eggs. They are the largest They are mammals because they have fur monotremes because they lay eggs. They reptile family.
bird in Australia but they cannot fly. and feed their babies milk. are called spiny ant eaters. There are many different types of lizards.
Emus have two, long, strong legs and large Koalas are also marsupials because they Echidnas have sharp spines on their back Goanna, frill necked, gecko, blue tongue
feet with thick toes. They have a large, are mammals that have a pouch. and tail. They are brown and have a long and thorny devil are all types of Australian
oval shaped body, a long, thin neck, a nose on their small head. They have four lizards.
small head and a short, pointy beak. Their Koalas have soft brown and grey fur on short legs and strong claws.
their round bodies and white fur on their Some lizards such as skinks are tiny but
feathers are black, brown and white. The Adult echidnas can grow between 35- many are large. Goannas can grow up to
adults can grow up to 2 metres tall and can chest. It is thick and warm. They have fluffy
ears, large, black, flat noses and small 55 centimetres long and weigh up to 5 two metres long. Lizards usually have long
weigh 60 kilograms or more. kilograms. Tasmanian echidnas are black. tails.
eyes. Their mouth is also small.
Emus are only found in Australia and live Echidnas live in bush land. They hide Most lizards have four legs so they can
mainly in bushland and grassy areas. Large sharp claws on their feet and hands
are used for climbing trees. They also have under bushes, between rocks or in hollow move very quickly. They can run and climb.
However they are very hardy birds and can logs. There are some lizards called legless
live in most places. sharp teeth for chewing leaves.
Sometimes they make burrows to hide in. lizards that don’t have any legs. They slide
They can run very fast with their powerful Koalas live in eucalyptus trees in the bush. and move like snakes. Lizards have scaly
They only live in Australia. Koalas are They only live in Australia.
legs even up to 50 kilometres an hour. skin which is smooth. They also change
They often travel a long way each day nocturnal animals so they sleep in the high Echidnas eat ants and termites. They dig their skin when they grow.
looking for food. branches most of the day and are awake at into the ants’ nest with their sharp claws
night-time eating and moving around. and lick up the ants with their long sticky Lizards have cold blood so they lie in the
Emus eat berries, leaves, seeds, tongues. sun to keep warm. If it is too hot or too
flowers, fruit, plants and even insects like Koalas only eat gum leaves and they cold they hide under rocks or leaves for
grasshoppers. usually don’t need to drink water because Female echidnas lay only one egg at a protection.
they get enough moisture from the tender time. When the tiny baby hatches it is as
The male emu builds a nest of small sticks young leaves. big as a jelly bean. A tiny baby echidna Lizards have two small holes on their
and leaves then the hen lays between is called a puggle. It stays in its mothers heads that are used for hearing. Some
6–12 large dark green eggs. Usually Female koalas only have one baby at a lizards have hard tongues which are used
time. pouch until its spines grow. Then it lives in
female birds look after the eggs but emus the burrow. like teeth, but others have long thin ones.
are different. The tiny baby crawls up into the mother’s Lizards live in rainforests, deserts and they
The male sits on the eggs to keep them pouch. It is born without fur so it stays in can be found under rocks and in trees.
warm until they hatch. This usually takes the mother’s pouch drinking milk.
Some lizards can change their colour
about 8–10 weeks. The young chicks have When the baby is big enough to come out because they need to hide. This is called
brown feathers with white stripes which of the pouch it rides on the mother’s back. camouflage. Lizards use camouflage as
make it hard for them to be seen in the Koalas are an endangered species in protection from their enemies.
grass. some parts of Australia.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
15. Continued...
Information Reports
Differentiated Texts
Emus Koalas Echidnas Lizards
This kind of camouflage helps protect them Lizards eat insects, plants and tiny animals
from predators. The male also protects like snails, slugs and mice. Some lizards
the young chicks from enemies such as eat birds’ eggs. Gekos hunt insects at night
dingoes and eagles. The young emus stay and they are the only lizards that make a
with their father for about a year before noise. Blue Tongue lizards eat plants and
they leave to go and find a mate. small animals during the day.
Emus have been farmed since about 1970 Lizards lay eggs but when the eggs are
for their meat and also for oil which is used hatched they parents don’t look after the
for making cosmetics. babies. The young lizards must find their
own food.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
16. Modelling/Text Deconstruction
In Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and
language features of the information report genre.
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Purpose and audience
• Use extracts from recounts and reports • Purpose of a • Intended
to identify genre, discuss purpose and report. audience.
audience.
• Read a range of reports and reflect on
purpose, audience.
Deconstruct reports
• Identify and discuss: • Structure: • Verbs: • Factual • Primary tense:
- structure of reports - introduction with - action (eg sentences. - present (eg
- use of bold print, headings classification sleeps, eats) lives, eats).
- type of words that start the sentences - paragraphs - relational (eg • Foregrounding:
- linking and binding conjunctions dealing with has, is). - topic words (eg
specific snakes).
- types of verbs used Students have individual copies of the
aspects.
- whether facts or opinions included • Punctuation same text to highlight identified features.
• Conjunctions (eg (eg capitals, full
- tense
and, or, so, but, stops, commas).
- print conventions when, because,
- some spelling patterns after). • Visual literacy (eg
- use of diagrams, labels, tables, graphs. diagrams, labels,
tables, graphs).
• Cloze activities.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
17. Lizards
Complete cloze activity
Lizards are ............................ . Lizards are reptiles.
There are ....................... different kinds of lizards.
Lizards have ....................... blood. They have ........................... skin.
Lizards have ............. holes. Most lizards have ................. legs.
Lizards .................. hard tongues. Lizards have ..................... tails.
Lizards .................... in the bush. Lizards live under .................. and in trees.
Lizards ............. insects, ................ and tiny animals. .......................... can climb.
Lizards change their .......................... when they grow.
Some lizards can change ................... to hide.
Lizards can crawl ................... run.
They move very quickly. Lizards .............. eggs.
Can you write these words where they belong.
can lay colour eat rocks
and skin Lizards scaly many
animals lots cold plants live
ear four have long
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
18. Cut into sections. Sort and paste in correct sequence or match Appearance Title Diet
sections to headings of the report.
Koalas
Koalas are Australian animals.
Koalas are mammals because they have fur and feed their babies milk.
Koalas look like bears but they are marsupials. General Classification
That means they are mammals that have a pouch.
Koalas have fluffy brown and grey fur.
They have large, black, flat noses and small eyes.
They have short legs and arms with strong claws on their hands and
feet which are used for climbing. Behaviour
Koalas live in eucalyptus trees and they only eat these kind of leaves. Reproduction
They only live in Australia.
They spend most of their time at the top of gum trees.
Koalas only have one baby at a time.
It is born without fur and is very tiny so it stays in the mother’s pouch Habitat
drinking milk.
When the baby is big enough to come out of the pouch it rides on the
mother’s back.
Koalas are an endangered species in some parts of Australia. Special features
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
19. Sort information Emus
Classification:
Emus have two, long, strong legs and large feet with thick toes. They have a large, oval shaped body, a long,
thin neck, a small head and a short, pointy beak. Their feathers are black, brown and white. The adults can
grow up to 2 metres tall and can weigh 60 kilograms or more. Appearance:
Koalas have soft brown and grey fur on their round bodies and white fur on their chest. It is thick and warm.
They have fluffy ears, large, black, flat noses and small eyes. Their mouth is also small. Food:
Female koalas only have one baby at a time.
Emus eat berries, leaves, seeds, flowers, fruit, plants and even insects like grasshoppers. Location:
Emus are birds because they have feathers and lay eggs. They are the largest bird in Australia but they cannot
fly. Reproduction:
Koalas only eat gum leaves and they usually don’t need to drink water because they get enough moisture from
the tender young leaves.
Care for young:
The male sits on the eggs to keep them warm until they hatch. This usually takes about 8–10 weeks. The
young chicks have brown feathers with white stripes which make it hard for them to be seen in the grass.
Other intersting facts:
The tiny baby crawls up into the mother’s pouch. It is born without fur so it stays in the mother’s pouch drinking
milk.
Large sharp claws on their feet and hands are used for climbing trees. They also have sharp teeth for chewing
leaves.
They can run very fast with their powerful legs even up to 50 kilometres an hour. They often travel a long way Koalas
each day looking for food.
Classification:
Koalas are an endangered species in some parts of Australia.
This kind of camouflage helps protect them from predators. The male also protects the young chicks from
Appearance:
enemies such as dingoes and eagles. The young emus stay with their father for about a year before they leave
to go and find a mate.
Koalas are also marsupials because they are mammals that have a pouch. Food:
Emus have been farmed since about 1970 for their meat and also for oil which is used for making cosmetics.
Location:
Koalas are Australian animals.
When the baby is big enough to come out of the pouch it rides on the mother’s back.
Reproduction:
They are mammals because they have fur and feed their babies milk.
Emus are only found in Australia and live mainly in bushland and grassy areas. However they are very hardy
birds and can live in most places. Care for young:
Koalas live in eucalyptus trees in the bush. They only live in Australia. Koalas are nocturnal animals so they
sleep in the high branches most of the day and are awake at night-time eating and moving around. Other intersting facts:
The male emu builds a nest of small sticks and leaves then the hen lays between 6–12 large dark green eggs.
Usually female birds look after the eggs but emus are different.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report
20. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Follow up activities Use both common terms as well as
• Make a chart of structural and language • Cohesion: • Noun groups: • Spelling: technical language for headings (eg
features to display in class. - reference items - number (eg all - words with appearance—looks like, behaviour—
• Match chunks of information to structural (eg it, they, koalas, some same spelling what it does, habitat—place it lives,
headings. themselves) koalas, most pattern diet—prey food, reproduction—having
- conjunctions koalas). - words with babies).
• Cut two reports into sentences
strips. Sort and match sentences between • Verbs: same sound Supplementary activities:
under headings to form two separate sentences (eg - action (eg eats) pattern.
• Use an oral activity to organise
information reports about two animals. However, As a
- relational (eg sentences into structure:
result).
• Discuss sections of the report and has). - predetermine locations in class for
identify: each section of report
- order of information - each student reads aloud
- conjunctions between sentences information on a sentence strip
- use of reference items. - as a class decide where the student
should move to
• Create a glossary by matching meanings
to technical words. - each group decides order of
sentences
• Write simple sentences using action and
- paste strips on large structural chart
relational verbs and starting with topic
words. - as a class, check order.
• Join beginning and end of sentences • Reflect on process of sorting oral
emphasising recognition of verb types. or written sentences using “Sticky“
questions:
- What clues did you use?
- Where did you get stuck?
- How did you get unstuck?
Add to glossary regularly.
Matching facts to proforma
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 20
21. Lizards – Match beginings and ends of sentences
• Lizards are animals.
• Lizards have scaly skin.
• Lizards are reptiles.
• Lizards live in the bush.
• Lizards have hard tongues.
• Lizards can climb.
• Most lizards have four legs.
• Lizards have ear holes.
• Lizards lay eggs.
NAPNew Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2
22. Lizards – Match beginings and ends of sentences continued...
• Lizards have cold blood.
• Lizards have long tails.
• They can move very quickly.
• Lizards can crawl and run.
• Lizards change their skin when they grow.
• Lizards live under rocks and trees.
• Some lizards change colour and hide.
• There are lots of different kinds of lizards.
• Lizards eat insects, plants and tiny animals.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 22
23. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
• Teach and practise process of • Nominalisation
nominalisation in text. Identify use in (eg move—
texts. movement,
• Introduce modal words and identify in reproduce— • Modality:
texts. reproduction,
- possibility (eg
describe—
• Check subject-verb agreement by Koalas can …. • Subject verb
description,
matching beginning and end of sentence Koalas might … agreement (eg It
classify—
(eg It …lives in, They … live in). Koalas will...). lives. They live).
classification).
• Complete cloze exercises where missing Actions and rhyme to remember
word is either action or relational verb structural features:
including both attribute and classification/ - Title: tap head. Say tap tap title
definition (eg Koalas are mammals. - Classification: clap. Say clap clap
Koalas have thick fur). classification
• Learn action rhyme mnemonic to - Description: do a little dance
remember the structural features. - Appearance: make a smiley face.
• Create own rap/mnemonic to remember Say app app appy appearance
the structural features of an information - Behaviour: bend. Say bend bend
report and behaviour
- Habitat: hop hop. Say hop hop
habitat
- Diet: drinking action. Say d d diet
- Reproduction: roll hands. Say roll
roll reproduction
- Interesting facts: point finger in.
Say interesting facts. Fold arms
when saying facts.
Mnemonic rhyme
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2
24. Lizards
Lizards are animals and they belong to the reptile family. Lizards live in rainforests, deserts and they can be found under rocks and in
conjunction trees.
conjunction reference
There are many different types of lizards. Goanna, frill necked, gecko, blue
tongue and thorny devil are all types of Australian lizards. Some lizards can change their colour because they need to hide. This
conjunction is called camouflage. Lizards use camouflage as protection from their
enemies.
Some lizards such as skinks, are tiny but many are large. Goannas can
grow up to two metres long. Lizards usually have long tails.
conjunction modality reference Lizards eat insects, plants and tiny animals like snails, slugs and mice.
Some lizards eat birds’ eggs. Geckos hunt insects at night and they are the
Most lizards have four legs so they can move very quickly. They can run only lizards that make a noise. Blue Tongue lizards eat plants and small
and climb. There are some lizards called legless lizards that don’t have any animals during the day.
legs. They slide and move like snakes. Lizards have scaly skin which is
modality modality
smooth. They also change their skin when they grow.
reference conjunction manner-simile conjunction Lizards lay eggs but when the eggs are hatched. The parents don’t look
after the babies. The young lizards must find their own food.
Lizards have cold blood so they lie in the sun to keep warm. If it is too hot or
too cold they hide under rocks or leaves for protection.
Reference Modality
nominalisation
Conjunctions words words Similies Nominalisations
Lizards have two small holes on their heads, that are used for hearing. but they must like protection
because their very snakes
Some lizards have hard tongues which are used like teeth, but others have and ones usually
long thin ones. so this
also
reference if
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2
25. The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
• Make a Little Book of the organisational Some students could make the Little
and language features used to write an • Speech • Visual elements: Book bilingual. Some students may
information report about living things. functions: need the support of BSSOs.
- using concept
• Fill in a concept map using the - questions map. Practise note making while completing
information in a report. - statements. concept map.
Reflection
• Conduct a 3-2-1-activity about the
content of the model report, and another
one about the organisational and
language features of a report.
ce
Concept map
ha n
bi a ra
ta pe
t p
a
Name ...............
Name diet
ur
reproduction
cl
av
io as
si
be
h fic
at
io
n
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2
26. Joint Construction
In Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher
scaffolds the students’ choices and at the same time moves them towards independent construction.
The activities on the left column will provide particular
development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Joint construction—whole class
• Negotiate which Australian animal to • Audience. • Design features
write about. (eg colour,
• Discuss how the report will be presented layout, headings,
to another class (eg a booklet/Big Book/ font, pictures,
poster). drawings).
• Discuss links between presentation and
audience.
• Research:
- use concept map structure to identify Supplementary activities:
what we know and what we need to find • Use questions as an organisational
out about aid in planning what information
- use resources provided to write notes needs to be collected for the report.
for missing information
• Use a Q Matrix or Q Cube to provide
- order information. a range of question starters.
• Writing:
Provide a selection of texts at suitable
- write notes as sentences on strips of reading level, to find information.
paper in single sentences Include visual texts.
- place these sentence strips on to large • Structural
sheet of paper which has the structural headings.
headings as a scaffold
- read and then reflect on the placement.
NAP New Arrivals Program Teaching, Learning and Assessment Programs Australian Animals Developing an Information Report 2